STUDENT HANDBOOK Robert Wood Johnson Medical School 675 Hoes Lane Piscataway, NJ rwjms.rutgers.edu

Transcription

1 STUDENT HANDBOOK Robert Wood Johnson Medical School 675 Hoes Lane Piscataway, NJ rwjms.rutgers.edu

2 This handbook is informational only and does not constitute a contract between Robert Wood Johnson Medical School, part of Rutgers, The State University of New Jersey and any student. It may be changed by Robert Wood Johnson Medical School without prior notice to students. Any rules, regulations, policies, procedures, or other representations made herein may be interpreted and applied by Robert Wood Johnson Medical School to promote fairness and academic excellence, based on the circumstances of each individual situation. This handbook represents a program of the current curricula, educational plans, offerings, and requirements of the Robert Wood Johnson Medical School. The school reserves the right to change any provisions, offerings, tuition, fees, or requirements at any time within the student s period of study at the medical school. Please Note: To find the most pertinent information please consult and follow the respective links. Thank you for your cooperation.

3 Table of Contents ACADEMIC INFORMATION 4 FACILITIES 107 ACADEMIC PROGRAMS: CURRICULUMS GENERAL FACILITIES AND SUPPLIES 6 ACADEMIC CALENDAR EDUCATION, RESEARCH AND CLINICAL 10 BOOKLIST FACILITIES 18 ACADEMIC PROGRAMS: SPECIAL PROGRAMS HOSPITALS 25 LIBRARIES ELECTIVES & ORGANIZATIONS 39 NON-CREDIT ELECTIVES 40 CAREER DEVELOPMENT AND ADVISING PROGRAMS STUDENT ESSENTIAL FUNCTIONS STUDENT WELLNESS PROGRAM 48 STUDENT ORGANIZATIONS AND INTEREST GROUPS STUDENT ASSISTANCE FACILITATOR STUDENT HEALTH SERVICES 51 STUDENT ORGANIZATION INFORMATION GUIDE STUDENT HEALTH INSURANCE 140 STUDENT LIFE 72 STUDENT-TO-STUDENT ADVICE THINGS TO DO IN PISCATAWAY, NEW BRUNSWICK, AND BEYOND TRANSPORTATION HIV EXPOSURE FITNESS FACILITIES (RUTGERS) IF YOU RE THE VICTIM OF SEXUAL 85 ADMINISTRATION 91 ADMINISTRATIVE CONTACTS DEPARTMENT CHAIRS AND INSTITUTE DIRECTORS ADMINISTRATIVE OFFICES STUDENT HEALTH 129 TRAVEL INSURANCE DENTAL INSURANCE VSP VISION CARE LONG-TERM DISABILITY INCOME INSURANCE MANAGEMENT OF POTENTIAL OCCUPATIONAL/EDUCATIONAL EXPOSURES TO HIV, HBV, AND HCV VIOLENCE ACADEMIC RULES AND REGULATIONS 148 UNIVERSITY AND SCHOOL POLICIES 165 GENERAL PRINCIPLES RUTGERS ROBERT WOOD JOHNSON MEDICAL SCHOOL POLICIES RUTGERS UNIVERSITY POLICIES 3

4 Academic Information ACADEMIC PROGRAMS: CURRICULUMS 6 THE CURRICULUM 6 INDEPENDENT PROJECT 7 COGNITIVE SKILLS PROGRAM 8 EXTERNSHIP/NON-CREDIT CLINICAL EXPERIENCE FORM 8 SUMMER OPPORTUNITIES 9 ACADEMIC CALENDAR FIRST YEAR 10 SECOND YEAR 11 THIRD YEAR 12 FOURTH YEAR 13 COURSE AND CLERKSHIP DIRECTORS 14 FIRST YEAR 14 SECOND YEAR 15 CLERKSHIP DIRECTORS AND CONTACT PERSONS 17 BOOKLIST M1 BOOK LIST 18 M2 BOOK LIST 23 M3/M4 BOOK LIST 23 ACADEMIC PROGRAMS: SPECIAL PROGRAMS 25 THE DISTINCTION IN RESEARCH PROGRAM (DIR) 25 THE DISTINCTION IN MEDICAL EDUCATION PROGRAM (DIME) 25 THE DISTINCTION IN SERVICE TO THE COMMUNITY PROGRAM (DISC) 26 FLEXIBLE CURRICULUM 27 STUDENT SCHOLAR PROGRAM 28 4

5 ACADEMIC PROGRAMS: DUAL DEGREE PROGRAMS 29 ACCESS MED PROGRAM 29 BA/MD PROGRAM 29 MD/PHD 30 MD/MPH PROGRAM 31 MD/JD 32 MD/MBA 32 MD/MSCTS 33 HUMANISM AND PROFESSIONALISM 34 THE WHITE COAT CEREMONY 34 THE STUDENT CLINICIAN CEREMONY 34 THE GOLD HUMANISM HONOR SOCIETY 34 ASSESSMENT OF PROFESSIONALISM 35 REPORTING INAPPROPRIATE OR WRONGFUL CONDUCT 36 STUDENT AWARDS 37 5

6 Academic Programs: Curriculums The Curriculum Basic and clinical medical knowledge is increasingly complex and changing at increasing rates. The four years of medical school cannot possibly impart all the knowledge necessary to practice medicine. The curriculum at Robert Wood Johnson Medical School seeks to broaden the concept of competence, with a re-emphasis on the attitudes that are inherent in the profession of medicine, while maintaining the traditionally emphasized development of skills and knowledge. We seek to cultivate physicians who value the scientific method, who are enthusiastic about learning, who are committed to self-directed, life-long learning, who are compassionate toward and respectful of patients and their families, who demonstrate personal honesty and integrity, who embody professional identity and responsibility, who collaborate enthusiastically as members of teams, who value and respect differences, and who are dedicated to prevention, diagnosis and treatment of disease and disability. In short, we seek to train physicians who are committed to evidence-based, ethical, sound, and contextually relevant decision-making. A complete description of Curriculum 2013 and information about Blocks of study (M1 and M2) and Required Clerkships (M3 and M4) can be found on the Education page of the school web site (rwjms.rutgers.edu). During the first two years the traditional scientific disciplines will be presented in the context of normal organ system structure and function, and various homeostatic mechanisms (Year 1), followed by the pathology and pathophysiology of organ systems, with a focus on prevention, diagnostics, and pharmacotherapeutics (Year 2). Neuroscience, Brain and Behavior, a comprehensive, integrated course that examines the science of the normal central nervous system and its disease manifestations, is offered at the beginning of the second year. A longitudinal integrative, clinically relevant course entitled Patient-Centered Medicine, anchors the first and second year by providing relevant clinical experiences and focus that allow students to develop and hone their patient communication and examination skills. The third year begins with a week of Introduction to the Clerkship Experience (ICE), followed by two 8-week clerkships in medicine, and surgery, and four six-week clerkships in psychiatry, pediatrics, obstetrics & gynecology, and family medicine. Time for a three-week clerkship in neurology and electives is included as well. There is also a formative clinical skills assessment at the beginning of the third year and a summative clinical skills assessment at the end of the year. The fourth year curriculum includes required four-week rotations in Emergency Medicine and Critical Care, a four-week sub internship, a three-week selective in Ambulatory Medicine, a twoweek Boot Camp, and a minimum of 20 weeks of electives (the Boot Camp counts toward these elective weeks). Grades in the first two years are recorded as Pass or Fail. Grades in the third and fourth years are initially recorded as Honors, High Pass, Pass, Conditional Pass and Fail. Students must take USMLE Step 1 prior to ICE and pass USMLE Step 1 prior to the third clerkship of the third year. Students must pass USMLE Step 2 (CK) and USMLE Step 2 (CS) prior to graduation. 6

7 Independent Project Many students use their summer between first and second year to fulfill their independent project requirements. The goal of the independent project is that Robert Wood Johnson Medical School students will produce a scholarly product that is a contribution to one of the Medical School s missions: Education, Research, Clinical Care, or Community Health. It is understood that a variety of independent projects will qualify. The essential component is the creation of an endproduct that reflects an appropriate degree of effort (i.e., a minimum of 160 hours of effort). Each student must follow the steps below to help track their progress: 1. All students must submit a Progress Report for their Independent Project no later than May 1st of their first year s studies that, at a minimum, contains a preliminary idea for their project. 2. All students must submit an updated Progress Report no later than December 31st of their second year indicating either completion of their project or a specific plan. Any student who does not comply with this requirement may not register for any 3rd-year rotations without the approval of a Dean for Student Affairs or the Associate Dean for Education. 3. All students must have made substantial progress on their project, as designated by the Associate Dean of Education, by December 31st of their third year or they will be required to schedule a four-week block of time prior to December 31st of their fourth year to work on their project. Any student who does not submit a report may not register for any fourth-year electives without the approval of a Dean for Student Affairs or the Associate Dean for Education. 4. All students must submit the completed progress report online, along with the appropriate form and signatures as well as a copy of the scholarly product to the Office of Education, by May 1st of their fourth year. As long as the project has received final approval from the Associate Dean for Education, they will be permitted to graduate. Any student without such documentation or final approval will not graduate until all the requirements have been fulfilled. 7

8 Cognitive Skills Program Norma Saks, EdD, Director; Assistant Dean for Educational Programs Maris Cutting, PhD, Faculty Member Robert Lebeau, EdD, Faculty Member Sharri Levine, Secretary Phone: (732) Fax: (732) Location: V-01 The Cognitive Skills Program (CSP) faculty provide individual counseling and group seminars regarding study strategies for learning in medical school, test-taking, and time management. The CSP offices are located in Room V-01. Services are available to students in all four years of medical school, but particularly useful to first-year students making the transition from studying in college to studying in medical school, and to second-year students studying for Step 1 of the USMLE. The Program for Academic Support and Success (PASS) provides small group reviews (first year) and peer tutoring (first and second years) to eligible students. Eligibility is determined by admissions criteria and/or academic difficulty. For further information about services and to make individual appointments, please call the Cognitive Skills office at (732) Directions: From the Great Hall, leave through the doors to glass corridor and follow exit signs past ATM cash machine to the end. Take the steps on your left down to the ground floor and follow straight ahead to the exit. Just before exiting the building, you will see the Cognitive Skills offices on the right, just past the Cashier s Office. Externship/Non-Credit Clinical Experience Form If you will be participating in an approved non-credit clinical experience such as doctor shadowing experiences, participation in health fairs, or summer experiences in which student will be exposed to patients, you need to fill out the Externship form. This is the only way you can be covered for professional liability under the university s coverage. Sections A, B, C, and D of the form will be required to be completed prior to the start of the individual student s experience. If a clinical experience is at a site that is distant from the medical school, then students must mail or fax the form with the supervisor s signature in section D at the start of their experience. A revised form with Section E completed after the experience must be returned to the Registrar s Office when you return from the experience. In addition, you may also need to fill out Exhibit B form. Look in the policies section for the policy on Students Participating in Educational Activities outside Robert Wood Johnson Medical School or any of its Affiliates. Forms can be found at: 8

9 Summer Opportunities The summer after first year provides an excellent opportunity for research and clinical activities as well as study and travel abroad; all of which can be used to create an independent project. The Student Affairs website contains an extensive listing of available programs with the deadline dates and contact information. This list of programs is continuously updated as new information is received from each program. Some programs may request a letter of recommendation from the Dean of Student Affairs. In order to receive a letter of recommendation for any summer program, you must meet with a Student Affairs Dean at least 3 weeks prior to your deadline date. Simply contact any of the Student Affairs staff to schedule an appointment. For Research and Clinical Programs: 9

10 First Year Academic Calendar Orientation begins August 1, 2013 Block: Foundations of Medicine Biomedical Sciences August 7 to September 27, 2013 White Coat Ceremony: Friday, August 9 Holiday Labor Day September 2 Exams: September 3, 26, 27 Structure & Function September 30 to November 15, 2013 Exams: October 24, 25; November 14, 15 Block: Maintaining Homeostasis Cardiovascular and Pulmonary November 18 to December 20, 2013 Holiday Thanksgiving November Exams: December 19, 20 Winter Break December 23, 2013 to January 1, 2014 Renal, GU, Endocrine & Reproduction January 2 to January 31, 2014 Holiday- Martin Luther King, Jr. Day January 20 Exams: January 30, 31 GI, Metabolism & Nutrition February 3 to March 26, 2014 Exams: February 21, 24; March 26 Block: Mechanisms of Disease and Defense Immunity March 27 to April 21, 2014 Exams: April 17, 21 Microbiology April 22 to May 23, 2014 Exam: May 23 Patient Centered Medicine (PCM) I Year-long course Course Remediations: May 30-June 9,

11 Second Year Orientation - August 7, 2013 Block: Diseases and Therapeutics I Foundation of Diagnostics and Therapeutics August 7 to August 23 Exam: August 23, 2013 Neuron, Brain and Behavior August 26 to November 1 Holiday Labor Day September 2, 2013 Exams: September 27, 2013, October 17, 2013, November 1, 2013 Block: Diseases and Therapeutics I (continued) Cardiovascular and Pulmonary November 4 to December 20 Holiday November 28 and 29 Exam: December 20, 2013 Winter Break December 21, 2013 to January 1, 2014 Hematology/Oncology: Bench to Bedside January 2 to January 24 Holiday Martin Luther King, Jr. Day January 20 Exam: January 24, 2014 Block: Diseases and Therapeutics II Renal, GU, Endocrine and Reproduction January 27 to March 14 Exam: March 14, 2014 GI, Liver and Biliary Tract March 17 to April 11 Exam: April 11, 2014 Musculoskeletal, Skin and ID April 14 to May 2 Holiday April 18 Exam: May 2, 2014 Basic Cardiac Life Support II: All sessions are 6pm 10pm in the Old Student Lounge Patient Centered Medicine (PCM) II Year long course Summative Exam May 23, 2014 Remediation Exams May 28, 2014 to June 6, 2014 Summative Exam Make-up June 6, 2014 For ALL students who did not take the summative on May 23rd due to course remediation or other excused absence. 11

12 Third Year Clerkships Introduction to the Clerkship Experience (ICE) Medicine and Surgery (8 weeks) Family Medicine; Obstetrics and Gynecology; Pediatrics; and Psychiatry (6 weeks) June 27 July 3, 2013 Neurology (4 th year block) (3 weeks) #1 7/08/13 8/30/13 7/08/13 08/16/13 7/08/13 7/26/13 (1) 8/12/13 8/30/13 (2) #2 9/02/13 10/25/13 Holiday: Labor Day September 2, /19/13 9/27/13 Holiday: Labor Day September 2, /03/13 9/20/13 (3) 10/07/13 10/25/13 (4) #3 9/30/13 11/08/13 #4 10/28/13 12/20/13 Holiday: Thanksgiving November 28-29, /11/13 12/20/13 Holiday: Thanksgiving November 28-29, 2013 Winter Break December 23, 2013 January 3, 2014 #5 1/06/14 2/28/14 Holiday: MLK Day January 20, /06/14 2/14/14 Holiday: MLK Day January 20, 2014 #6 3/03/14 4/25/14 Holiday: Good Friday April 18, 2014 #7 3/31/14 5/09/14 Holiday: Good Friday April 18, 2014 #8 4/28/14 6/20/14 Holiday: Memorial Day May 26, /28/13 11/15/13 (5) 12/02/13 12/20/13 (6) 1/06/14 1/24/14 (7) Holiday: MLK Day January 20, /10/14 2/28/14 (8) 2/17/14 3/28/14 3/03/14 3/21/14 (9) 4/07/14 04/25/14 (10) Holiday: Good Friday April 18, /21/14 6/20/14 Holiday: Memorial Day May 26, 2014 Summative Clinical Skills Assessment Exercise: June 24 25, 2014 Clinical Correlates & ACLS: June 23 27, 2014 Patient-Centered Medicine III is a yearlong course. 4/28/14 5/16/14 (11) 6/02/14 6/20/14 (12) 12

13 Fourth Year Block # Dates (4 weeks) Neurology (3 weeks) #1 7/08/13 8/02/13 7/08/13 7/26/13 #2 8/05/13 08/30/13 8/12/13 08/30/13 #3 09/03/13 09/27/13 09/03/13 09/20/13 #4 09/30/13 10/25/13 10/07/13 10/25/13 #5 10/28/13 11/22/13 10/28/13 11/15/13 #6 11/25/13 12/20/13 Holiday: Thanksgiving November 28-29, /02/13 12/20/13 Vacation December 23, 2013 January 3, 2014 #7 1/06/14 1/31/14 Holiday: MLK Day January 20, /06/14 1/24/14 Holiday: MLK Day January 20, 2014 #8 2/03/14 2/28/14 2/10/14 2/28/14 #9 3/03/14 3/28/14 3/03/14 3/21/14 #10 3/31/14 4/25/14 Holiday: Good Friday April 18, /07/14 4/25/14 Holiday: Good Friday April 18, 2014 #11 4/28/14 5/09/14 Match Date: March 14, 2014 Convocation Date: May 15, 2014 Graduation Date: May 18,

14 Course and Clerkship Directors First year Block: Foundations of Medicine Biomedical Sciences Emine Abali, PhD Biochemistry R-527, John Pintar, PhD (Co-Director) Neuroscience and Cell Biology Structure and Function George Mulheron, PhD Neuroscience and Cell Biology R-343B / Block: Maintaining Homeostasis Cardiovascular and Pulmonary; Renal, GU, Endocrine and Reproductive Rob Zachow, PhD Physiology/Biophysics N-117A, Sangita Phadtare, PhD (Co-Director) Biochemistry CABM /Fax Roy Carman, PhD (Co-Director) Internal Medicine Block: Disease and Defense LeAnn Schein, PhD Research Annex Patient Centered Medicine 1 Carol Terregino, MD Education, Admissions, Clinical Skills / terregca@rwjms.rutgers.edu Norma Saks, EdD (Co-Director) Education, Cognitive Skills /5-3385/Fax norma.saks@rwjms.rutgers.edu GI, Endocrine, and Nutrition Emine Abali, PhD Biochemistry R-527, abaliem@rwjms.rutgers.edu 14

15 Second Year M2 Curriculum Director and Block Director Siobhan Corbett, MD Department of Surgery Content Experts Pathology David Weissman, MD Department of Pathology Tel: Pharmacology Nancy Walworth, PhD Department of Pharmacology Tel: / Daniel Pilch, PhD Department of Pharmacology Tel: Psychiatry Anthony Tobia, MD Director, Medical School Education Department of Psychiatry Tel: Foundation of Diagnostics and Therapeutics Daniel Pilch, PhD Department of Pharmacology R-422 Tel: Laura Willett, MD Department of Medicine / Neuron, Brain, and Behavior Diana Glendinning, PhD Department of Neuroscience Cardiovascular and Pulmonary James Coromilas, MD Department of Medicine /Fax David Riley, MD Department of Medicine /Fax Hematology/Oncology: Bench to Bedside Jonathan Harrison, MD Department of Medicine /Fax Renal, GU, Endocrine, and Reproduction Sara Lubitz, MD Clinical Assistant Professor of Medicine Archana Pradhan, MD, MPH Department of OB/GYN / Fax John Walker, MD Department of Medicine / Fax

16 GI, Liver, and Biliary Tract Roy Carman, MD Internal Medicine Musculoskeletal, Skin and Infectious Disease Siobhan Corbett, MD Department of Surgery Basic Cardiac Life Support 2 Raffi Kapitanyan, MD Assistant Professor Department of Emergency Medicine MEB Room 104, New Brunswick Tel: Kapitars@rwjms.rutgers.edu Patient Centered Medicine 2 Joyce G. Afran, MD Department of Family Medicine afranjo@rwjms.rutgers.edu Norma S. Saks, EdD Education, Cognitive Skills norma.saks@rwjms.rutgers.edu Carol A. Terregino, MD Education, Admissions, Clinical Skills terregca@rwjms.rutgers.edu 16

17 Clerkship Directors and Contact Persons- New Brunswick M3- Family Medicine Clerkship Joyce G. Afran, MD , Enid Cruz (Admin) M3-Medicine Clerkship John A. Walker, MD Rose Lewczak (Admin) M3-Obstetrics and Gynecology Clerkship Archana Pradhan, MD, MPH Lena Merjanian, MD Mary Ellen Opper (Admin) M3- Pediatrics Clerkship Wilbur Pan, MD, PhD Angela Hornsby (Admin) M3- Psychiatry Clerkship Anthony Tobia, MD Maria Katsamanis, PsyD Kathy Knoll (Admin) M3- Surgery Clerkship Meredith Tinti, MD Joni Marano (Admin) M3/M4- Neurology Clerkship Jacob I. Sage, MD Ram Mani, MD Janet Ryan (Admin) M4- Critical Care Clerkship: Surgery Meredith Tinti, MD M4- Critical Care Clerkship: Medicine Amay Parikh, MD M4- Critical Care Clerkship: Pediatrics Vicki Craig, MD M4- Emergency Medicine Clerkship Grant Wei, MD M3/M4 PCM Joyce Afran, MD

18 Booklist M1 Book List Required COURSE & BLOCK REQUIRED TEXTS FOUNDATIONS OF MEDICINE: Biomedical Sciences FOUNDATIONS OF MEDICINE: Structure and Function Kierszenbaum, A.L.,Histology & Cell Biology,3rd Ed. 2011, Mosby Inc. ISBN: Bowers, D., Medical Statistics from Scratch, 2nd Ed. 2007, John Wiley & Sons. ASIN: B004RCEC0Q Gartner, Leslie, P. and James L. Hiatt, Color Atlas of Histology, 5th Ed., 2009, Lippincott Williams and Wilkins. ISBN: Alberts, Bruce et al., Molecular Biology of the Cell,5th ed., 2007, Garland. ISBN: Nussbaum, R.L., R. R. McInnes, H.F. Willard, Thompson and Thompson Genetics in Medicine, 7th Ed., 2007, W.B. Saunders. ISBN: Harvey, RA and Ferrier, DR Biochemistry: Lippincott s Illustrated Reviews 5th Ed., 2010, Lippincott Williams and Wilkins ISBN: Stedman's Medical Dictionary, 28th edition. Lippincott Williams and Wilkins, Baltimore (Available On- line) ISBN: Sadler, T.W., Langman's Essential Medical Embryology. Lippincott Williams and Wilkins, Baltimore ISBN: Rothman, K.J., Epidemiology: An Introduction, 1st Ed., 2002, Oxford University Press. ISBN: Moore, Keith L., Anne M. Agur, Arthur Dalley, Essential Clinical Anatomy, 4th Ed. Lippincott Williams and Wilkins Baltimore ISBN: Sadler, T.W., Langman's Essential Medical Embryology. Lippincott Williams and Wilkins, Baltimore ISBN: Toy, E., Ross, L., Cleary, L., and Papasakelariou, C., Case Files: Gross Anatomy, 2nd Ed. McGraw- Hill Medical, NY. ISBN: Stedman's Medical Dictionary, 28th Ed. Lippincott Williams & Wilkins, Baltimore ISBN: Gilroy, A, MacPherson, B. and Ross, L., Atlas of Anatomy. Thieme Medical Publishers, New York

19 MAINTAINING HOMEOSTASIS: Cardiovascular & Pulmonary MAINTAINING HOMEOSTASIS: GI, Endocrine & Nutrition ISBN-13: or Netter, Frank H., Atlas of Human Anatomy, 4th Edition. Elsevier, Philadelphia, PA ISBN: Blumenfeld, H., Neuroanatomy Through Clinical Cases. 2nd Ed. ISBN: Waxman. S., Clinical Neuroanatomy. 26th Ed. ISBN: Lippincott's Illustrated Reviews: Biochemistry 4th Ed.. Champe, P., Harvey, R., Ferrier, D. ISBN: Mathews, G., Cellular Physiology of Nerve and Muscle, 4th Ed., Wiley-Blackwell ISBN: Kierszenbaum, A.L., Histology & Cell Biology, 3rd Ed. 2011, Mosby Inc. ISBN: Gartner, L., Hiatt, J., Color Atlas of Histology, 4th Ed., 2005, Lippincott Williams and Wilkins. ISBN: Lilly, LS. Pathophysiology of Heart Disease. 5th ed Lippincott, Williams and Wilkins (note: this text is required for year 2) ISBN: Johnson, L.R., Gastrointestinal Physiology, 6th Ed., 2006, Mosby. Inc. ISBN-13: Kierszenbaum, A.L., Histology & Cell Biology,3rd Ed.,2011, Mosby, Inc. ISBN-13: Gartner, L., and Hiatt, J., Color Atlas of Histology, 4th Ed., 2005, Lippincott Williams and Wilkins. ISBN-13: Gilbert, S.F., Developmental Biology, 8th Ed.,2006, Sinauer Assoc., Inc. ISBN-13: Harvey, R.A. and Ferrier, D.R., Biochemistry: Lippincott s Illustrated Reviews, 5th Ed., 2010, Lippincott Williams and Wilkins, Wolters Kluwer Health. ISBN-13: Rothman, K.J., Epidemiology: An Introduction, 1st Ed., 2002, Oxford University Press. ISBN-13: Moore, K.L., Agur, A.M., Dalley, A., Essential Clinical Anatomy, 4th Ed., 2010, Lippincott Williams and Wilkins. ISBN-13: Sadler, T.W., Langman's Essential Medical Embryology Lippincott Williams and Wilkins. ISBN-13: Tank, P., Grant s Dissector.14th Ed., Lippincott Williams & Wilkins. ISBN-13: Toy, E.C., Ross, L.M., Cleary, L.J., and Papasakelariou, C., Case Files Anatomy, 2nd Ed., 2008, McGraw-Hill Inc. ISBN-13:

20 MAINTAINING HOMEOSTASIS : Renal, GU, Endocrine & Reproduction MECHANISMS OF DISEASE AND DEFENSE PATIENT CENTERED MEDICINE I Stedman's Medical Dictionary 28th Ed. 2005, Lippincott Williams & Wilkins. ISBN-13: Agur, Anne M., Arthur Dalley, Grant's Atlas of Anatomy, 12th Ed., 2008 Lippincott Williams and Wilkins or Netter, Frank H., Atlas of Human Anatomy, 4th Ed., 2006, Elsevier. ISBN-13: No Required Textbooks - See Recommended Book List ebook: Mechanisms of Disease and Defense Sompayrac, L. How the Immune System Works, 4th edition (2012) (paperback) ISBN Abbas, A.K., Lichtman, A.H., and Pillai, S. Basic Immunology, Functions and Disorders of the Immune System, 4th Edition. (2012) ISBN: Robbins Basic Pathology, 9th edition. ISBN-10: ISBN-13: Histology & Cell Biology: An Introduction of Pathology by Abraham L. Kierszenbaum; 3rd edition. ISBN: Color Atlas of Histology by Leslie P. Gartner and James L. Hiatt; 4th edition. ISBN: Basic and Clinical Pharmacology, Lange Basic Science, 11 Ed., Katzung, B.G., Masters, S.B., Trevor, A., McGraw Hill Medical, ISBN: On Line at Access Medicine: Basic & Clinical Pharmacology, 12e: =723 Harvey, R.A., Champe, P.A. and Fisher, B.D., Lippincott s Illustrated Reviews: Microbiology 3rd ed. (2013); Lippincott- Williams and Wilkins. ISBN Swartz, Textbook of Physical Diagnosis, 6th Ed., 2009, Elsevier. ISBN: Recommended Block: Foundations of Medicine Course: Biomedical Sciences 1. McKenzie, J.C. and R.M. Klein, Basic Concepts in Cell Biology and Histology, 2000 McGraw- Hill. ISBN: Porter, Keith R. and Mary A. Bonneville, Fine Structure of Cells and Tissues, 4th ed., 1973, Lea and Febiger. ISBN-13: Erlandsen, Stanley L. and Jean E. Magney, Color Atlas of Histology, 1992, Mosby Year Book. ISBN-13: Junqueira, L.C. and J. Carneiro, Basic Histology, 11th ed., 2005, Lange Medical Books McGraw- Hill. ISBN-13: Wilson, F.J., J.A. Gibney, S.G. Matta and M.G. Kestenbaum, Histology Image Review, 1998, 20

21 Appleton & Lange Electronic Media. ISBN-13: **out of print on Amazon** 6. Berg, J.M., Stryer, L, Tymoczko, J.L., Biochemistry, 6th ed., Freeman, W. H. & Company. ISBN-13: Devlin, T.M., Textbook of Biochemistry, 6th ed., John Wiley & Sons. ISBN-13: Harris, Michael, Medical Statistics Made Easy, 2nd ed., Scion Publ Ltd. ISBN-13: Block: Foundations of Medicine Course: Structure & Function 1. Guyton and Hall, Textbook of Medical Physiology, 12th ed. ISBN-13: Biochemistry,6th ed., Jeremy M. Berg, John L. Tymoczko & Lubert Stryer. IBN-13: Textbook of Biochemistry With Clinical Correlations, 7th ed., by Thomas Devlin. ISBN-13: Lehninger Principles of Biochemistry, 5th ed., David L. Nelson and Michael M. Cox. ISBN-13: Wilson, F.J., J.A. Gibney, S.G. Matta and M.G. Kestenbaum, Histology Image Review, 1998, Appleton & Lange Electronic Media. ISBN-13: **out of print on Amazon** Block: Maintaining Homeostasis Course: Cardiopulmonary 1. Guyton and Hall, Textbook of Medical Physiology, 12th ed. ISBN-13: Block: Maintaining Homeostasis Course: GI, Metabolism and Nutrition 1. McKenzie, J.C. and R.M. Klein, Basic Concepts in Cell Biology and Histology, 2000, McGraw- Hill. ISBN: Porter, Keith R. and Mary A. Bonneville, Fine Structure of Cells and Tissues, 4th ed., 1973, Lea and Febiger. ISBN-13: Erlandsen, Stanley L. and Jean E. Magney, Color Atlas of Histology, 1992, Mosby Year Book. ISBN- 13: Junqueira, L.C. and J. Carneiro, Basic Histology, 11th ed., 2005, Lange Medical Books McGraw- Hill. ISBN-13: Wilson, F.J., J.A. Gibney, S.G. Matta and M.G. Kestenbaum, Histology Image Review, 1998, Appleton & Lange Electronic Media. ISBN-13: **out of print on Amazon** 6. Berg, J.M., Stryer, L, Tymoczko, J.L., Biochemistry, 6th ed., Freeman, W. H. & Company. IBN- 13: Devlin, T.M., Textbook of Biochemistry, 6th ed., John Wiley & Sons. ISBN-13: Guyton and Hall, Textbook of Medical Physiology, 12th Ed. ISBN-13: Robbins, S.L. and Ramzi S. Cotran, Pathological Basis of Disease, 7th ed., 2005, Elsevier Saunders Inc. ISBN-13: Hark, L & Gail Morrison, Medical Nutrition & Disease: A Case-Based Approach, 3rd ed., 2003, Blackwell Publishing. ISBN-13: W.C. Willett with P.J. Skerrett, Eat, Drink, and Be Healthy: The Harvard Medical School Guide to Healthy Eating, 2005 Simon & Schuster Inc. ISBN-13: Access Medicine: Tintinalli s Emergency Medicine, Chapter 72. Acute Abdominal Block: Maintaining Homeostasis Course: Renal-GU-Endocrine 1. Guyton and Hall, Textbook of Medical Physiology, 12th Ed. ISBN-13: Lange Physiology Series, Endocrine Physiology, Molina, 3rd Ed. Available free online: 21

22 3. Eaton and Pooler, Vander s Renal Physiology, 7th Ed. Available free online: Block: Mechanisms of Disease & Defense Courses: Immunity & Microbiology 1. Goodman and Gilman's The Pharmacological Basis of Therapeutics, Eleventh Edition Edited by Lawrence L. Brunton, John S. Lazo, Keith L. Parker McGraw Hill On line at: eid= Katzung and Trevor's Pharmacology, Examination and Board Review, Eight Edition Edited by Anthony J. Trevor, Bertram G. Katzung, Susan Masters a Lange Medical Book published by McGraw Hill Netter's Illustrated Human Pathology, Maximilian L. Buja, MD and Gerhard R. F. Krueger. Saunders 2005, ISBN: G.F. Brooks, J.S. Butel, K.C. Carroll, and S. A. Morse Jawetz, Melnick, and Adelberg's Medical Microbiology, 24th Edition; (2007); Appleton and Lange; ISB /ISB L. M. de la Maza, et al. Color Atlas of Diagnostic Microbiology, Second Edition (2004); ASM Press; ISBN P. H. Gilligan, M. L. Smiley, and D. S. Shapiro, Cases in Medical Microbiology and Infectious Diseases, 3rd ed. (2003); ASM Press. ISBN W.E. Levinson Review of Medical Microbiology and Immunology, 11th Ed. (2010); Lange McGraw-Hill. ISB /ISB On Line at Access Medicine: Patient Centered Medicine I 1. Swartz, Textbook of Physical Diagnosis, 6th ed., 2009, Elsevier, ISBN-13: Stethoscope and Otoscope 22

23 M2 Book List 1. Robbins: Basic Pathology, 9th Edition 2. Katzung: Basic and Clinical Pharmacology, 11th Edition M3/M4 Book List Emergency Medicine Clerkship Required Text: None Recommended Text: Tintinalli's Emergency Medicine. 7th. ed., 2011 McGraw Hill. ISBN Or Tintinalli's Emergency Medicine Manual 7th Ed., McGraw-Hill. ISBN-13: Family Medicine Clerkship Required Text: Philip D. Sloane, et al. Essentials of Family Medicine, 6th ed., 2011, Lippincott Williams & Wilkins; ISBN-13: Medicine Clerkship Required Text: Fauci, Braunwald, Kasper, Hauser, Longo, Jameson, Loscalzo: Editors. Harrison's Principles of Internal Medicine, 18th ed., 2011, McGraw-Hill, ISBN-10: X; ISBN-13: Available online at: Recommended Texts: Internal Medicine Essentials for Clerkship Students Version 2. American College of Physicians / Clerkship Directors in Internal Medicine, Medical Knowledge Self-Assessment Program for Students, Version 5. American College of Physicians/Clerkship Directors in Internal Medicine, 2011.* *Check for latest edition. Neurology Clerkship Required Text: None Recommended Text: None OB/Gyn Clerkship Required Text: Beckmann, C., Ling, F., Smith, R., Barzansky, B., Herbert, W., Laube, D. Obstetrics and Gynecology 6th ed. ISBN-13: Pediatric Clerkship Required Text: None Recommended Texts: McMillan: Oski's Pediatrics: Principles and Practice, 4th ed., 2006 and Kliegman: Nelson Textbook of Pediatrics, 19th ed., 2011 Both editions are available online via the RBHS Library website: 23

24 Psychiatry Clerkship Required Texts: 1. Kaplan & Sadock, Lippincott Williams & Wilkins, 3 rd edition, 2008, Concise Textbook of Clinical Psychiatry. 2. Nussbaum, American Psychiatric Publishing, 1 st edition, 2013, The Pocket Guide to the DSM-5 Diagnostic Exam. 3. Kaufman, W. B. Saunders Co., 7 th edition, 2013, Clinical Neurology for Psychiatrists. 4. Blitzstein, McGraw-Hill Medical, 10 th edition, 2011, Lange Q&A: Psychiatry 5. Stead, Kaufman, Yanofski, McGraw-Hill Medical, 3 rd edition, 2011, First Aid for the Psychiatry Clerkship. Recommended Resources: 1. The USMLE World Step 1 Qbank, Surgery Clerkship Required Text: Learning Surgery: The Surgery Clerkship Manual, edited by Stephen F. Lowry, 1st edition, Springer ISBN-13: (This is given to the students as a loan for the clerkship and returned at the end of the clerkship- but students may purchase if they want). 24

25 Academic Programs: Special Programs The Distinction in Research Program (DIR) For more information, contact: Barry Weinberger, MD Chair, The Distinction in Research Program Professor of Pediatrics, Chief Division of Neonatology, MEB 312B Phone: Fax: The Distinction in Research Program (DIR) is a prestigious and rigorous program to recognize Robert Wood Johnson Medical School students who plan, carry out and write up original basic or clinical research. Students are encouraged to begin in the spring semester of their first year or during the summer between their first and second years and must apply no later than February of the year prior to their anticipated graduation. Students apply to the program by submitting a research proposal, a mentor support letter and a CV. Once accepted, students meet regularly with their assigned committee to receive feedback and assistance on the work. The successful completion of the program is achieved by submission of a written report or documentation of the submission or acceptance of a first author peer-reviewed publication, a letter from the mentor endorsing the manuscript/report, and a defense of the work before the student s committee. Students who are accepted into this program and who fulfill the requirements will receive diplomas at Commencement stating that they have graduated with Distinction in Research. The Distinction in Medical Education Program (DIME) For more information, contact: Norma Saks, EdD Assistant Dean for Educational Programs & Director, Cognitive Skills Program norma.saks@rwjms.rutgers.edu Phone: The Distinction in Medical Education Program (DIME) is intended to recognize Robert Wood Johnson Medical School students who have shown exceptional involvement, sustained commitment, accomplishment, and scholarship in medical education. The DIME program is designed for students who are interested in teaching, educational scholarship, and a possible career in academic medicine. Students should show interest in academic medicine by seeking leadership positions (e.g. serving as student curriculum committee members and as course representatives), and engaging in volunteer or other teaching activities (service learning, Cognitive Skills teaching, etc.) in the first two years of medical school. Teaching experience and 25

26 educational scholarship prior to medical school are looked upon favorably, but are not required. Students are encouraged to express interest in the program by the spring semester of their first year or during the summer between their first and second years. Students must complete the DIME Non-Credit Elective during M1 and M2 years, and participate in an M3-M4 Academic Medicine Elective. Students will select a mentor/collaborator, formulate an educational scholarly project, and distinguish themselves by assuming a significant level of responsibility in planning, carrying out and completing the scholarly educational activity, including manuscript submission or equivalent. Students who fulfill all requirements as certified by the DIME Committee will receive diplomas at Commencement stating they have graduated with Distinction in Medical Education. The Distinction In Service to the Community Program (DISC) For more information, contact: J. Anna Looney, PhD Assistant Professor Dept. of Family Medicine and Community Health 675 Hoes Lane, N-107 Phone: (732) Fax: (732) looneyja@rwjms.rutgers.edu Susan Giordano, Co-Director Program Coordinator/Homeless and Indigent Population Health Outreach Project (HIPHOP) Office of Community Health 675 Hoes Lane, N-115 & 116 Phone: (732) Fax: (732) Susan.giordano@rwjms.rutgers.edu DISC is a prestigious and rigorous program intended to support and recognize Robert Wood Johnson Medical School students who have shown exceptional interest, leadership and commitment to the community and working with underserved populations. Students distinguish themselves by assuming a significant level of responsibility in creating a project informed by the Community-Oriented Primary Care model based on community involvement at each step: needs assessment; collaborative planning of a feasible intervention; involvement of community leaders as health advocates; implementation of the intervention; evaluation and dissemination of a focused, sustainable new community health initiative. Students who are accepted into this program and who fulfill all requirements as certified by the DISC committee will receive diplomas at Commencement stating that they have graduated with "Distinction in Service to the Community." Students who are passionate about improving public health and addressing health disparities for specific underserved populations in New Jersey are ideal candidates for DISC. The work students do through community service-learning projects in collaboration with community partners will contribute to the growing movement to promote culturally appropriate and respectful evidence-based, population-oriented health interventions. Service-learning through the DISC program is guided by faculty, staff and community mentors, drawing on the relationships the school has built with community organizations in central New 26

27 Jersey. We expect that students' projects will address local community health needs. Students will be encouraged to work in pairs or teams and their work must be guided by the following principles of community engaged scholarship: Projects will be based on community-identified needs and built on community resources and strengths. Community partners and academics (faculty and students) will contribute their unique expertise and share responsibility and ownership of the project. Projects will be developed through a collaborative approach that equitably involves community members and academics in assessment, defining goals and expected outcomes, program planning, implementation, evaluation, and dissemination. Assessment tools and interventions will be used that reflect the culture of the community. Assessments will be expected to lead to action to improve community health. Interventions will be designed to be sustainable and project results will be shared with all community partners who may be involved in the project. Students are encouraged to start developing a project in the summer following their first year through community-based opportunities available at the medical school. All students interested in the DISC program must complete the prerequisite didactic lecture series (8), Student Interested in Restoring Community Health (SIRCH) elective, during their first year of medical school. Students who participate in the Community Oriented Primary Care (COPC) Summer Internship and the Homeless and Indigent Population Health Outreach Project in leadership roles will be required to attend 4 out of the 8 SIRCH lectures to meet the elective requirements of SIRCH. Flexible Curriculum For information, contact: Sonia Garcia Laumbach, MD (sgarcia@rwjms.rutgers.edu) Daniel Mehan, Jr., PhD (mehanda@rwjms.rutgers.edu) Assistant Deans for Student Affairs TC-113 The Flexible Curriculum provides the opportunity for a limited number of students to personalize the sequence of courses. All courses continue to be taught on the existing schedule. Students who are accepted into the program are able to select courses based upon their ability to satisfy prerequisites. They are required to complete core instruction before enrolling in more advanced courses. Flexible curriculum students are required to pay eight semesters of tuition during their matriculation. Tuition payments are prorated over the duration of their educational program. The opportunity to personalize scheduling of courses accommodates students with special circumstances. The program is structured to permit the pursuit of other academic, research, employment or family interests. It also facilitates the scheduling of our combined degree programs: MD/JD, MD/MBA, MD/MPH, MD/MS in Biomedical Informatics, MD/MSCTS, and MD/PhD. Students participating in the Flexible Curriculum during their clinical years must complete the first year and second year preclinical curriculum before entering the third year. Clerkships must be taken as complete entities, but may be scheduled as independent courses over an extended period of time. Students may schedule other activities such as research or work experiences 27

28 between clerkships. Student Scholars Program For information, contact: Sonia Garcia Laumbach, MD Daniel Mehan, Jr., PhD Assistant Deans for Student Affairs Students who do not want to pursue an MD/PhD but nonetheless wish to engage in a substantial research project have the option to take a period of time off during the medical education program to pursue research. The research may be in a basic or clinical science field. With the approval of a Dean for Student Affairs, the student will be placed in the Student Scholars Program and this will be noted on the student s transcript. This may be done as time off (usually one year) between years 1 and 2, between years 2 and 3, or within the clinical education program. Students have used this program to do research at Robert Wood Johnson Medical School, the National Institutes of Health, or other research facilities. While in the Student Scholars Program, students retain their matriculation in the medical school. Any student with interest in this program should consult with one of the Student Affairs Deans. 28

29 ACCESS MED Program For information, contact: Daniel Mehan, Jr., PhD Assistant Dean for Student Affairs Phone: (732) Location: TC-113 Academic Programs: Dual Degree Programs Robert Wood Johnson Medical School provides an articulated BA/BS-MD program, ACCESS- MED, specifically designed for educationally and/or economically disadvantaged undergraduates or undergraduates from groups underrepresented in medicine who are interested in careers in medicine. Admission to the program is open to disadvantaged students enrolled at either of the undergraduate institutions participating in the ACCESS-MED Consortium: Rutgers University and Seton Hall University. Students who are admitted to the program are able to take medical school courses concurrent with undergraduate courses and apply these courses to both degrees. Baccalaureate/MD Program For information, contact: Sonia Garcia Laumbach, MD Assistant Dean for Student Affairs Phone: (732) Location: TC-113 The medical school and Rutgers University have a joint Bachelor/Medical Degree program. Students who are sophomores in any college of Rutgers University are eligible to apply for admission to this program. Students who are admitted to the program are able to take medical school courses concurrent with undergraduate courses and apply some of these courses to both degrees. 29

30 MD/PhD For information, contact: James Millonig, PhD MD/PhD Program Director and Assistant Dean of Medical Scientist Training Phone: (732) Location: CABM, Room 238 Perry Dominguez Program Coordinator Phone: (732) Location: 675 Hoes Lane, Room R-102 While medical students can develop investigative careers without a PhD degree, the doctoral program in the Biomedical Sciences can offer both a broad and in-depth biomedical scientific education that will allow for an expanding clinical investigative career. Robert Wood Johnson Medical School, the Rutgers Graduate School of Biomedical Sciences and Princeton University offer a combined MD/PhD program with fellowships and tuition support for outstanding students. Students who are applying to the medical school may apply to the MD/PhD program directly in conjunction with their application to this medical school. Students whose undergraduate academic record and/or research accomplishments indicate strength and aptitude for success in a biomedical research environment may be considered for concurrent admission to the combined MD/PhD program. These students are encouraged to begin their graduate experiences during their first year of medical school and the summer prior to the first year of the medical school program. Continuing in the combined program is contingent upon maintaining Good Academic Standing (i.e., B average or equivalent) in both the graduate and the basic science component of the medical program. Students already enrolled in Robert Wood Johnson Medical School may also apply to join the MD/PhD program. Candidates pursue their PhD training in a biomedical science discipline offered by Rutgers Graduate School of Biomedical Sciences located at Robert Wood Johnson Medical School, the Graduate School of Rutgers University, and the Graduate Program in Molecular Biology at Princeton University. Research areas include Biochemistry and Molecular Biology, Biomedical Engineering, Cell & Developmental Biology, Cellular & Molecular Pharmacology, Molecular Genetics and Microbiology and Immunology, Physiology & Neurobiology, and Toxicology. By arrangement, PhD studies can also be performed in other graduate programs at Rutgers University. The usual program will be a schedule providing three years in the Graduate School as follows: Year I: Medical year 1 Year II: Medical year 2, USMLE Step 1 Year III: Graduate year 1 Year IV: Graduate year 2 Year V: Graduate year 3 30

31 Year VI: Medical year 3 Year VII: Medical year 4, USMLE Step 2 For further information and an application form, please contact: Rutgers Graduate School of Biomedical Sciences Robert Wood Johnson Medical School 675 Hoes Lane Piscataway, NJ (732) MD/MPH _mdmph.html For information, contact: George Rhoads, MD, MPH Interim Dean and Professor, School of Public Health rhoads@sph.rutgers.edu Phone: (732) Location: Rutgers School of Public Health 229 Course work for the Master of Public Health degree can be integrated into the medical curriculum in several ways. Most students in this dual degree program initiate course work in their first and second years, usually taking one evening class per week. A limited amount of summer course work is also available. Students can complete the 45 credits required for the MPH degree by taking a year of concentrated public health course work between years 2 and 3 or between years 3 and 4 of their medical curriculum or by using the medical school flexible curriculum and integrating public health courses over the three year period. Alternatively, by taking MPH courses in one summer and during 4th year elective time, it is possible to complete the bulk of the MPH program during the four years of medical school without adding a year of study. Students taking this approach can complete the degree by arranging a limited number of credits, including the required fieldwork experience, during their residency training. 31

32 MD/JD For information, contact: Carol Terregino, MD Interim Senior Associate Dean for Education Associate Dean for Admissions Phone: (732) Robert Wood Johnson Medical School established two MD/JD dual program options: one with the School of Law of Rutgers University-Camden and one with Seton Hall University School of Law. Applications are usually made in the Fall of the M3 year. LSAT exams will be completed in the same period. Admitted students will be assigned to a law school/medical school mentor team. The student may sample a law school course during the M3 year to confirm interest. Required clerkship schedules will be rearranged so that less time-intensive clerkships are subscribed concurrent with the sampling of the law school course. Following the M3 year, students will enroll full-time in the L1 and L2 academic years. Law course work will continue in summer session following L2 and possibly during available elective time in the M4 year. While enrolled in law school, students will work under a medical school mentor in his/her clinic one-half day every other week to maintain clinical skills. Students will be granted approximately one semester s credit at law school for their medical school course work. Reciprocal credit will be given for law courses in M4 elective times. MD/MBA For information, contact: Daniel Mehan, Jr., PhD Assistant Dean for Student Affairs mehanda@rwjms.rutgers.edu Phone: (732) Location: TC-113 Barbara J. Sackie Program Coordinator Rutgers Business School sackie@rci.rutgers.edu Phone: (732) Location: Livingston Campus, Janice H. Levin Building, Rm.107 The MD/MBA program is a collaborative effort on the part of Robert Wood Johnson Medical School and Rutgers Business School-New Brunswick. The MBA requires the completion of 60 credits of course work. This includes 30 credits of required core MBA courses focused on accounting, economics, finance, decision analysis, marketing strategy, statistics, information technology systems, business law, and management strategies. Courses on health administration and policy are offered by Rutgers School of Public Health and the Robert Wood Johnson Medical School Department of Environmental and Community Medicine. 32

33 The MD and MBA degrees are accomplished during the course of a 5 year medical school program. Students may apply to the Rutgers Business School-New Brunswick for admission to the MBA during their first, second, or third year of medical school. MD/MS in Clinical and Translational Science For information, contact: Ramsey A. Foty, PhD Phone: (732) fotyra@rwjms.rutgers.edu Debabrata Banerjee, PhD Phone: (732) banerjed@rwjms.rutgers.edu The MS in Clinical & Translational Science is designed to train future team leaders in clinical and translational science research. The program consists of a combination of integrative didactic and hands-on educational experiences that will provide students with a global, yet detailed, perspective on the complex continuum of translating hypothesis-driven basic research findings into clinically useful and commercially viable tests or treatments. Graduates of the program will utilize the knowledge obtained to design and oversee programs, facilitate and manage collaborations, and lead research teams in clinical and translational research. This exciting degree can be combined with your MD. Classes are in the evenings. A fifth year will be necessary to complete a research project and thesis. 33

34 Humanism and Professionalism The White Coat Ceremony Robert Wood Johnson Medical School holds the White Coat Ceremony as part of First Year Orientation. The emphasis of this ceremony is the importance of the humane practice of medicine. Dignitaries, administrators, and faculty, as well as students families, attend this ceremony, presided over by the Dean. A keynote speaker addresses the students who are then coated in their white coats. First year students recite a modified version of the Hippocratic Oath at the ceremony s end. The Student Clinician Ceremony *The Arnold P. Gold Foundation developed the Student Clinician Ceremony and piloted it at Robert Wood Johnson Medical School. The ceremony s purpose is to foster humanism in medicine, the foundation s core mission. It also provides information from peers and teachers that is designed to decrease student s anxiety about the patient-centered phase of their education. The ceremony comes at a time of transition for students from classroom to examining room, from individual work to teamwork, from school to hospital. It is also the time when students begin to develop a medical identity, said Stephen J. Levin, MD, Associate Professor of Family Medicine. Your medical personality will determine your style of interacting with patients and colleagues, your attitudes about the health care system, your choice of specialty, and your sense of obligation to the community. An annual highlight of the Student Clinician Ceremony is the awarding of the Arnold P. Gold Foundation Humanism and Excellence in Teaching Awards. Gold pins, certificates, and a check from the foundation are presented to up to six residents who best exemplify the practice of humanistic medicine. By nomination and vote, the outgoing third-year class selects those who will receive this honor. *As described by Kate O Neill, staff writer for the Robert Wood Johnson Medical School Alumni Magazine. The Gold Humanism Honor Society The Gold Humanism Honor Society was piloted at Robert Wood Johnson Medical School in The program is an initiative of the Arnold P. Gold Foundation for Humanism in Medicine. The purpose of this society is to reward those students who are recognized by peers and faculty as outstanding because of their personal characteristics. These are the students who classmates know can be counted on to help fellow students, patients, house staff, or staff. These students go the extra mile for patient care and have typically been very involved in service activities. Selection is based on nomination by peers and faculty as well as involvement in service activities. 34

35 Assessment of Professionalism Professionalism is an important and valued requirement of all components of a student s academic performance at Robert Wood Johnson Medical School. Students are expected to perform in a consistently professional manner in order to successfully complete their academic program. Professionalism encompasses many facets of behavior expected of a physician, including actions reflecting the following: Appropriate interpersonal interactions/skills and respectful and effective relationships with patients, peers, and other professionals Striving for self-improvement and adaptability Commitment to professional responsibility, reliability, honesty, integrity, maturity, and altruism Since the medical school is committed to training future physicians who possess these and other attributes that reflect adherence to professional standards of behavior, such attributes are formally assessed throughout training. Faculty may identify students who they feel have failed to exhibit professional behavior within the context of their course or clerkship by completing a Professionalism Conduct Form. When a faculty or staff member feels a student has behaved unprofessionally outside the context of a course or clerkship, they may approach a Dean of Education regarding the behavior. If, after investigating the report, the Dean of Education feels a Professionalism Conduct Form is warranted, such a form may be submitted by that Dean. Completed Professionalism Conduct Forms are reviewed by the appropriate committee of Course Directors or Clerkship Directors (e.g., a reported incident which occurred in the first year would be reviewed by the First-Year Course Directors Committee). In cases where an incident occurs outside a specific Course or Clerkship, A Dean of Education may submit a Professionalism Conduct Form to that Course or Clerkship Directors committee corresponding to the student s current year of study. A decision regarding whether or not to place a Professionalism Conduct Form in a student s file will be made by the reviewing committee. The student will be notified of the committee s decision by a Dean from the Office of Student Affairs. In accordance with the Academic Rules and Regulations (Section VIII.D.2), The Academic Standing Committee will review the academic record of any student for whom Professionalism Evaluation forms have been submitted from two or more courses or clerkships. Such review may result in placement on Academic Warning or consideration for dismissal. If, at the time of graduation, only one Professionalism Conduct Form is in the student s file, this form will not be included in the permanent record. The Professionalism Evaluation forms may be found in the Policies section of this Handbook. 35

36 Reporting inappropriate or wrongful conduct To decide whether you need to report inappropriate or wrongful conduct, ask: - Do the actions comply with the appropriate laws, policies, and procedures? - How would it look if the actions were published on the front page of the newspaper? - Does the conduct conflict with your own sense of what is right? If you know an action is wrong, report it! Ethics Helpline: To report a concern or potential unethical conduct, you may: 1. Talk with your immediate Supervisor or Department Head; 2. Contact your School or Unit Compliance Officer; 3. Contact the Office of Ethics and Compliance at Call the Ethics Helpline at We are here to help and will keep your calls confidential. 36

37 Student Awards Awards for academic achievement, research, and community service are presented to senior students at the medical school. These include the following: Alpha Omega Alpha (AOA): AOA is the national medical honor society. Its goals are the promotion of scholarship and research in medical schools, the encouragement of a high standard of character and conduct among medical students and graduates, and recognition of high attainment of goals in medical science, practice, and related fields. Election to AOA is an academic honor; students are elected by the individual chapters of the society on the basis of their academic achievements and on their potential for becoming leaders in the medical profession. Students are elected to AOA in their junior or senior year of medical school. In order to be considered for election to the society, juniors must be in the upper 1/12 of their class and seniors must be in the upper 1/4 of their class. The number of students elected from any class may not exceed 1/6 of those expected to graduate. An alumnus may be elected to AOA, based on achievement, ten years after graduation. In addition, a chapter may elect one member each year from the faculty of medicine at its institution. The society s board of directors elects honorary members. The selection process takes place in the spring (March or April) of the third year for Junior AOA and in August of the fourth year for Senior AOA. A committee of faculty and administrators makes the selection. The AOA designation is included in the student s Medical Student Performance Evaluation, which is sent to residency programs on October 1st of the student s year of graduation. Academic Achievement Awards: Presented on the basis of the highest level of academic achievement throughout the four years of medical school. Community Service Award: Presented on the basis of outstanding service to the medical school or the community-at-large; selected by a special faculty committee. Student Leadership Award: Presented on the basis of outstanding leadership to the student body throughout medical school; selected by a special faculty committee. Excellence in Research Awards: Presented on the basis of outstanding research performed during medical school; selected by a special review committee of the faculty. Outstanding Achievement in the MD/PhD Program: Presented on the basis of outstanding academic and research achievement in the MD/PhD Program. Bruce Fisher Award: Presented in recognition of academic achievement and compassionate patient care; selected by a special faculty committee. 37

38 Leonard Tow Humanism in Medicine Award Presented by the Arnold P. Gold Foundation: Presented on the basis of humanism and compassion in the delivery of medical care; selected by the faculty and the students. Stanley S. Bergen, Jr., MD Medal of Excellence: Presented to the student who best exemplifies academic excellence. Alumni Awards: Presented to the students who best demonstrate the high ideals of the medical profession and maintain the highest standards of personal integrity and concern for the medical class community; selected by their fellow classmates. Academic Excellence Awards: Presented for distinction in specific areas of study. Academic Excellence Awards are given for the following areas of study: Biochemistry (Richard Harvey and Pamela Champe Award in Biochemistry), Behavioral Science and Psychiatry, Cell and Systems Biology, Emergency Medicine, Family Medicine and Community Health, Internal Medicine, Microbiology and Immunology, Neurology, Obstetrics/Gynecology, Pathology, Pediatrics, Pharmacology, Physiology, Primary Care Medicine, Psychiatry, and Surgery, among others. 38

39 Electives And Organizations NON-CREDIT ELECTIVES 40 CAREER DEVELOPMENT AND ADVISING PROGRAMS 48 COLLEGES ADVISING PROGRAM (CAP) 48 CAREER DEVELOPMENT AND ADVISING PROGRAMS 48 A DAY IN THE LIFE PROGRAM 49 CAREEERS IN MEDICINE PROGRAM 50 CLINICAL ADVISOR PROGRAM 50 STUDENT ORGANIZATIONS AND INTEREST GROUPS 51 STUDENT ORGANIZATION INFORMATION GUIDE 68 STUDENT ACTIVITIES ACCOUNTS 68 DUPLICATING/COPYING STUDENT STORAGE 68 STUDENT VOLUNTEER WORK STATION 69 ROOM RESERVATIONS 69 ENVIRONMENTAL SERVICES 69 MEDIA 69 VISITORS 70 PAYMENT PROCESS 70 39

40 Non-Credit Electives AMSA-Complementary and Alternative Medicine (CAM) Faculty Advisor: Dr. Karen Lin Complementary and Alternative Medicine is rapidly gaining popularity with many patients. This noncredit elective was designed in order to expose medical students to the many CAM modalities that are currently available, in order to better serve their patients and advocate for healing. There are 6-8 lectures, seminars or workshops each year, each covering a different topic within CAM. Participants must attend 70% of the lectures offered in order to receive credit. Artificial Implantable Materials Faculty Advisor: Dr. Frederick H. Silver (fhsilver@hotmail.com) This elective presents basic concepts concerning the structure and properties of materials used to replace soft and hard biological tissues that are used as implants. Implants are used in a variety of medical subfields. Emphasis will be placed on understanding the pathobiology of diseases that lead to tissue and organ failure that require the use of medical implants. The course will help each student develop their own research project reviewing the state of the literature on a specific implantable material. Clinical Neuroscience Faculty Advisor: Dr. M. Maral Mouradian (mouradmm@rwjms.rutgers.edu) The non-credit elective in Clinical Neuroscience is presented by the Student Interest Group in Neurology (SIGN) and is meant to provide exposure to first- and second-year medical students on the topics of clinical neuroscience, neurosurgery, psychiatry, and related fields. Through a series of lectures, movie screenings, physician and student panels, physician shadowing, and volunteer opportunities, this elective aims to promote interest in neuroscience and neurology as a field and career path. Contemporary Topics in Biochemistry & Medicine Faculty Advisor: Dr. Emine Abali (abaliem@rwjms.rutgers.edu) This elective, in ten sessions scheduled for Tuesdays beginning at 6:00PM (with breaks around exam periods), meets with five faculty in the Department in an informal program that mixes discussion of topics of contemporary interest, with a significant component of biochemistry and/or molecular biology, all the time cast in a light that shows the relevance of these topics to human health and disease. Each faculty meets with the students twice. In the first session faculty members describe their research. In the second session, formal presentations by students are required on the research papers assigned by the faculty on the topic discussed in the previous session. 40

41 Distinction in Medical Education (DIME) Faculty Advisors: Dr. Norma Saks and Dr. Robert Lebeau The DIME elective is designed to introduce students to academic medicine, teaching skills and educational scholarship. It is meant to be a feeder program for the Distinction in Medical Education Program. The goals of the DIME program are to recognize students who have demonstrated exceptional and sustained commitment to scholarship in medical education. The program affords the opportunity to train students in teaching and educational scholarship. Students interested in the DIME program must participate in this non-credit elective. Interactive lectures are scheduled throughout the academic year, usually at noon or late afternoon/early evening. Students read independently from the medical education literature. Students must attend 6 sessions over a two-year period and complete two required readings of their choice. Emergency Medicine Elective Faculty Advisor: Dr. Kusum Punjabi (punjabku@rwjms.rutgers.edu) The goal of this elective is to educate and promote interest among medical students about careers in emergency medicine. Lectures will be given by professors about topics in emergency medicine, including how to get into a residency, career possibilities, common clinical problems seen in emergency departments, and research in emergency medicine. Skills workshops featuring tutorials in suturing, intubation, ultrasound, or other procedures are scheduled when convenient. For elective credit, attend a majority of the lectures offered, and either shadow an emergency physician for 4 hours or attend one sponsored skills workshop. Health Policy Elective Faculty Advisors: Dr. Alfred Tallia (tallia@rwjms.rutgers.edu) and Dr. Alan Spotnitz (spotnitz@rwjms.rutgers.edu) This elective will provide information about the United States healthcare system including health policy, including but not limited to: Presidential candidate healthcare platforms, current relevant federal and NJ legislation, reproductive health legislation, healthcare quality and improvement, medical error and resident duty hours. Lectures will address challenging and controversial issues facing policy-makers today. Besides seminars and lectures, the elective will include opportunities for students to directly engage in the political process by calling representatives, lobbying, or petitioning for causes related to health policy. 41

42 Healthy Living Task Force Faculty Advisors: Dr. Joyce Afran and Dr. Sangita Phadtare Student Coordinators: Brandon Imp Leya Schwartz Melissa Villars Marlene Wang and Jenny Yu The Healthy Living Task Force Non-Credit Elective is designed to educate medical students on local and global food issues as related to health and disease, and to emphasize the importance of primary prevention to future physicians. Students will successfully complete the elective by attending a minimum of 6 activities over the course of two years (M1 and M2). Participation must include at least one event in each of the following three categories: (1) large group discussions, (2) small group events, and (3) community service activities. For large group activities, students will have opportunities to learn about the fields of nutrition, including nutritional counseling, agriculture, and food sciences through guest lecturers and through panel discussions. Small group activities may include events such as Tea Tasting and the Healthy Food Cook- Off which will help educate students about various healthy foods and ways to incorporate them into one s diet. For community service activities, students are given the option to volunteer at community kitchens, local farms/community gardens, or other off-site activities in order to understand the role of food in our community and help community members gain access to healthy foods. International & Global Health Elective Faculty Advisor: Dr. Javier Escobar (escobaja@rwjms.rutgers.edu) The goal of this elective is to raise awareness and appreciation for issues in global and international health. A main objective is for students to understand issues related to global and international health by attending a series of lectures locally and then going abroad for an international experience during a 4-8 week period during the summer months. Lectures will include topics such as vaccinations, anthropology, maternal and child health, opportunities for students and physicians in international health, and public health issues. By attending these lectures and particularly by their immersion in other countries and cultures the students will gain a greater appreciation for their diverse patients and their respective countries of origin and may acquire or refine their language skills particularly in Medical Spanish. 10 one-hour lectures will be given during the year and will outline the relevance of global health and prepare the students for their summer experiences. These lectures will be given by Drs. Escobar and Gaur. 4-8 month summer experiences would take place in such environs as CES Medical School in Medellin, Colombia; Ghana Police Hospital and L&A Memorial Academy in Ghana, Africa; Dr SN Medical College in Jodhpur, India; University of Zaragoza and Hospital Miguel Servet, in Zaragoza, Spain; Chi Medical Center and Taiwan; National Cheng Kung University in Taiwan and several other institutions in countries of Africa, Asia and Latin America. 42

43 Issues in Women s Health Elective Faculty Advisor: Dr. Jeffrey Levine (levinejp@rwjms.rutgers.edu) This elective is a series of approximately 8 events. Lunch lectures will focus on prominent women's health issues such as reproductive health, breast cancer, and intimate partner violence. Evening panels will include Careers in Women's Health and Women in Medicine: Balancing Personal and Professional Goals. Credit for this elective will be given to students who attend at least 6 events. M1/M2 Journal Club Elective Director: Dr. Emine Abali (abaliem@rwjms.rutgers.edu) The purpose of the Journal Club is to familiarize students with scientific literature in medicine and to help students keep current on emerging diseases and developing therapies. It is expected that the discussion of scientific literature will enhance and promote reading and critical thinking skills for self-directed learning. At each meeting, a student initiates a discussion based on an article he/she has chosen with perspective on how the research impacts an issue in medicine. A faculty member and perhaps an expert in the field are present at each meeting to help guide the discussion. Students attending 6 or more Journal Club meetings will satisfactorily complete this elective. Medical Device Development Elective Faculty Advisor: Dr. Fred Silver (silverfr@rwjms.rutgers.edu) *Completion of M1 required as a prerequisite, and it is suggested that students complete Artificial Implantable Materials (MDC 0942A). The purpose of this course is to familiarize medical students with the design and FDA approval process for medical devices and to assist them to develop their own projects involving custom medical devices specifically for implantable materials. A list of potential projects will be handed out during the first class and each student will pick a project to work on during the course. Written presentations will be used to assess each student s progress in mastering the course material. Medical Mandarin Elective Faculty Advisor: Dr. Karen Lin (kalin@rwjms.rutgers.edu) Student Elective Directors: Jenny Yu (Yul1@rwjms.rutgers.edu) and Rosalie Yan (yanry@rwjms.rutgers.edu) Medical Mandarin aims to provide students sufficient Mandarin knowledge to facilitate effective patient communication and medical interviewing. At the end of the course, students will know the vocabulary of common diseases and complaints, and apply medical mandarin terminology to obtain a history and perform a physical. Students will be prepared to use mandarin in a hospital setting and advocate for the use of a translator should the encounter go above the students' proficiency level. Students must attend 8 of 10 lectures/lessons and participate in 1 community service event and shadow a mandarin practitioner to receive credit. We welcome any proficiency level, including complete beginners. 43

44 Medical Spanish Elective Faculty Advisor: Dr. Sonia Garcia Laumbach Program Coordinator: Cynthia Ferrer-Cespedes Student Coordinator: Daniel Sharp The Medical Spanish elective is designed to give students an opportunity to learn and practice many of the expressions, common questions and answers, and terminology used when interacting with Spanishspeaking patients. Beginner, Intermediate, and Advanced classes are available, with emphasis placed on conversation. The course offers twelve 1 ½ hour lectures. Students must also participate in 2 community service events that serve patients whose primary language is Spanish. Participants are evaluated based on lecture and community service attendance Oncology Interest Group Elective Faculty Advisor: Dr. Serena Wong (wongse@rwjms.rutgers.edu) Student Contact: Ryan Townsend (townserj@rwjms.rutgers.edu) The overall educational goals of the Oncology Interest Group (OIG) Non-Credit Elective are to provide learning experiences and community service opportunities to medical students in the fields of adult and pediatric oncology, radiation oncology and surgical oncology and to facilitate communication between students and physicians/researchers. Activities held by the OIG include lectures given by physicians, researchers, and cancer patients, panel discussions to provide information regarding career paths in oncology and applying to residency and fellowship, and community service activities including fundraising for national cancer societies and the Sean Hanna Foundation 5K. Students must attend at least 5 lectures/panel discussions and participate in 1 community service event to receive credit. Pediatric Interest Group Elective Faculty Advisor: Dr. Beth Goodman (goodmaea@rwjms.rutgers.edu) Student Contacts: David Bergamo (bergamdj@rwjms.rutgers.edu), Emily Nguyen (nguyene1@rwjms.rutgers.edu), and Chad Simpkins (simpkicm@rwjms.rutgers.edu) The goal of the elective is to expose students to pediatric medicine. Students will have an introduction to diseases in pediatric patients and subspecialties. Elective activities will include shadowing opportunities with pediatricians in various specialties, lunch lectures and seminar sessions about different areas in pediatrics, and volunteer activities within the community. Students need to attend 7 lectures and participate in 8 hours of community service/shadowing to receive credit. 44

45 Physician s Business Elective Faculty Advisor: Dr. Daniel Mehan, Jr. (mehanda@rwjms.rutgers.edu) President: Carolyn Lee (cl845@rwjms.rutgers.edu) Vice-President: Jorge Rocha (Rochajl@rwjms.rutgers.edu) The Physician s Business Elective is an opportunity to gain an appreciation of the business aspects of medicine. The elective provides insight about the role of physicians in the business of health care, personal financial and private practice management, and how the business world shapes the practice of medicine. This elective aims to help students learn multiple ways in which business skills can aid a physician in a medical career. Lunchtime seminar attendance counts toward elective credit and typically seven lectures are scheduled throughout the year. Past topics have included: Has a Business Degree Changed My Life? a comparison of presidential candidate healthcare platforms, and how recent developments in healthcare policy will affect the future practice of physicians. Radiology Interest Elective Faculty Advisor: Dr. Judith Amorosa (amorosa@rwjms.rutgers.edu) Student Contact: Henal Patel (patel384@rwjms.rutgers.edu) There will be 7-8 meetings for 2 hours each throughout the year that will each have a different focus dealing with radiology. A few of the meetings will have guest speakers who will educate the students about the basics of radiology as well as inform the students about the technological breakthroughs occurring in the field. There will also be a session in the hospital lead by the radiology residents to show the different types of imaging modalities and machines. Another session will focus on research opportunities for students interested in clinical, educational or basic science radiology research. Finally, a session dealing with residency applications and matching for radiology will also take place to better inform students about the application process and answer any questions that they may have. Students must attend a minimum of 5 sessions. Students Interested in Research (SIR) Faculty Advisor: Dr. Peter Melera (melerape@rwjms.rutgers.edu) Student Contact: Tara Thompson (thompsta@rwjms.rutgers.edu) Lecture Series and Practicum The SIR elective invites faculty members to give lunchtime presentations based on their basic science, clinical, and/or translational research with time for discussions afterwards. Lectures focus on the crossroads between medicine and research, including both the personal perspective of the presenter and technical aspects of the presenter s research. SIR provides a guide to assist students in how to approach and participate in a faculty member s research program as well as lists of faculty interested in hosting a student and prior sponsors of students are available online to aid students in finding a mentor. Although this elective targets M1 students, M2 students may also attend. 45

46 Students Interested in Restoring Community Health (SIRCH) Elective Faculty Advisor: Dr. Anna Looney Elective Director and Contact: Susan Giordano Contact Information: Piscataway, N-116 (732) The SIRCH elective was created in order to educate students about community partners and their programs. SIRCH is a prerequisite for the Distinction in Service to the Community (DISC) Program. Although the elective is a prerequisite for first year DISC applicants, students of all class years can participate in this elective. The elective will give students ideas for their community projects. In addition, non-disc students who participate in the elective will receive a transcript notation upon completion of the elective s requirements. Elective requirements entail attendance at 10 didactic sessions and 4-2+ hours of community service Sports Medicine, Exercise & Nutrition Elective Faculty Advisors: Dr. Rob Zachow (zachowrj@rwjms.rutgers.edu) and Dr. Jason Womack (womackja@rwjms.rutgers.edu) The goal of the elective is to increase student awareness of the field of sports medicine and the roles of exercise and nutrition in medicine. The elective will consist of a series of lunch lectures, examples of which include but are not limited to: Sports Medicine in Family Practice, Sports Medicine in Orthopedic Surgery, Steroid Use & Abuse, Geriatric Challenges to Exercise & Nutrition, Making Sense of Nutritional Supplements, and Health & Wellness of the Medical Student. Other activities include a panel discussion of sports medicine physicians representing different specialties. Evaluation will be based on attendance at the lunch lectures and events each semester. Students will have to attend at least 5 of our activities to earn recognition for taking this course. 46

47 HIPHOP Electives Patient At/In Risk (PAIR) Elective Student Contact: David Macknet PAIR will provide students with the opportunity to learn and serve. Students through this elective experience the multifaceted issues of at-risk populations. Students will learn about their disparities and serve as patient advocates and support mechanisms. Students will be matched with cancer patients and at-risk moms, shadow social workers, visit homes to teach safety and lead education, and much more. ICCUCE (Issues in Cultural Competency and the Underserved Community Elective) Student Contact: Adam Khan This elective consists of a series of didactic sessions held at the medical school in collaboration with student organizations. These sessions focus on community issues and the current services provided in the Greater New Brunswick area for the underserved. LISTOS (Literacy Initiative for Students Teaching Older Spanish Speakers) Student Contact: Thomas Golden (goldentm@rwjms.rutgers.edu) Students are trained to provide health literacy workshops related to exercise, nutrition, heart healthy behaviors, heart-related conditions, healthy habits and lifestyles, and will end with an integrative review. The program was developed in order to provide a collaborative forum in which students and community members could interact while enhancing proficiency in each others language, understanding of their varied cultures and how these experiences can compliment overall health care for future health providers and patients. STATS (Students Teaching AIDS To Students) Student Contact: Kruti Parikh (Parikhkr@rwjms.rutgers.edu) Students are trained to present single-session interactive workshops on topics relating to HIV/AIDS, sexual health, and responsibility at community based organizations and public schools. 47

48 Career Development and Advising Programs Colleges Advising Program (CAP) Starting in August of 2011, the medical school expanded its student advising services by establishing the Colleges Advising Program (CAP). Through CAP, the advising function at Robert Wood Johnson Medical School is organized into three advising colleges consisting of approximately 40 students from each class (M1-M4). Each advising college is led by one Student Affairs Dean and at least five faculty Patient Centered Medicine (PCM) clinical advisors. Each college has eight Peer Mentors, (M2 students) who serve as student coordinators, working with the college leaders to facilitate student-advisor interactions. CAP facilitates greater peer-to-peer and faculty student interactions among all four class years, while enhancing the sense of community at our school. Each college meets at least twice yearly for social functions and may choose to meet more frequently depending on the interests of the students and the advising college leaders. CAP also provides greater structure to existing advising programs, such as the Peer Mentor program, CiM, Day in the Life Program, and the Clinical Advisor programs. The colleges within CAP are named in honor and memory of three outstanding faculty members who were formative in our medical school s history, Pamela C. Champe, PhD; Robert L. Trelstad, MD, and Parvin Saidi, MD. The colleges are structured around the Patient Centered Medicine Groups assigned in the M1 year. Students assigned to a PCM group will remain in that same group for the remainder of their time at the medical school. The PCM Groups and Student Affairs deans that make up each college are as follows: The Pamela C. Champe, PhD College Dr. Sonia Garcia Laumbach Student Leader: Jihae Park PCM Groups: 4, 7, 9, 10 The Robert L. Trelstad, MD College Dr. Daniel Mehan, Jr. Student Leader: Alyda Stabile PCM Groups: 3, 8, 11, 12, 14 The Parvin Saidi, MD College Dr. Carol Terregino Student Leader: Heather Belle PCM Groups: 1, 2, 5, 6, 13, 15 Career Development and Residency Planning Meetings The Office of Student Affairs schedules regular class meetings with each class to prepare students for career exploration, scheduling summer experiences, scheduling their clinical clerkships and electives, and preparing for residency applications, interviews and matching into their residency field of choice. 48

49 A Day in the Life Program Program Coordinator: Dr. Sonia Garcia Laumbach The Rutgers Robert Wood Johnson Medical School Alumni Association sponsors the A Day in the Life Program. This program is designed to have medical students spend the day with an alumni physician in his or her office or hospital location. Students receive a first-hand view of a typical day for physicians in various specialties. The physicians who have volunteered to participate in this program are Robert Wood Johnson Medical School alumni and clinical faculty. A list of participating Day in the Life alumni physicians, with their individual contact information, is available in the Student Affairs Office. Students can call any alumni physicians on the list and set up an appointment. Experiences vary depending upon the student s interests and schedules. The A Day in the Life experience includes shadowing a physician during hospital rounds and/or office hours, observing a surgical procedure, etc. Students have the opportunity to meet and greet many of these physicians at our annual Career Night sponsored by the Alumni Association, which occurs every January. Physicians in the following specialties have volunteered to participate in the program: Anesthesiology Clinical Pharmacology Diagnostic Radiology Family Practice Geriatrics Hospitalist Internal Medicine Neurology OB/GYN Ophthalmology Otolaryngology Physical Medicine/ Rehabilitation Radiation Oncology Pulmonary and Critical Care Surgery Cardiology Dermatology Emergency Medicine Gastroenterology Hematology/ Oncology Infectious Diseases Nephrology Neurosurgery Oncology Orthopedics Pediatrics Plastic & Reconstructive Surgery Psychiatry Sports Medicine 49

50 Careers in Medicine Program CAREERS IN MEDICINE (CiM) is a program designed by the Association of American Medical Colleges (AAMC) to assist students in understanding their options for choosing a specialty and applying to residencies. The CiM Program is based on a widely accepted career development model and offers students a structured, organized way to approach career decisions. The program includes numerous exercises and a wealth of information, which can be used by students in a guided, step by step, systematic fashion to consider options and to arrive at their own, informed decisions. Alternatively, selected exercises and information may be used in a less structured manner to supplement other resources as students work to make choices about their futures. At Robert Wood Johnson Medical School, the CiM Program is an integral part of the school s four-year effort to assist each student through the processes of choosing a future career and selecting residency programs. During each year, Student Affairs personnel, faculty advisors, class-specific meetings, and other resources supplement CiM resources and serve to guide students through the career planning process. Students will be able to register for the CiM website ( using just their AAMC user name and password. This is the same login used for access to the MCAT, AMCAS, and other AAMC sites. If a student no longer remembers their information, there are tools they can use to look-up and/or reset their login from the CiM site. Alternatively students can Dr. Garcia Laumbach (sgarcia@rwjms.rutgers.edu) for a CiM personal access code. Clinical Advisor Program All students upon entering the fourth year are required to have an advisor with whom they discuss and plan their fourth year schedule. A list of clinical advisors in each specialty is available through the Office of Student Affairs, and is provided to students in their third year. Students are expected to consult with specialty specific advisors and Student Affairs throughout their residency application process. 50

51 Student Organizations and Interest Groups Student Government Association (SGA) President: Elliot Sultanik VP of Student Affairs: Thomas Pisano VP of Administration: Danika Paulo Treasurer: Greg Budoff Social Chairs: Amaka Onwuka Kamali Thompson Justin Dubin Wylie Lopez and Somair Malik IT Rep/Webmaster: Amanda Bowers Health Policy Representative: Suzanne Elshafey Merchandise Chair: Naomi Goldstein Hearing Body Representatives: Heather Belle and Joe Izzo The Student Government Association (SGA) is an umbrella organization that oversees all schoolsponsored, student events and organizations. Completely student-run, SGA represents the entire Robert Wood Johnson Medical School student body and serves as the students voice to the administration. SGA Representatives attend meetings of the Alumni Association, Executive Council, Association of Friends and Family, and Student Leader meetings--linking students with the faculty, staff, and alumni. SGA also obtains the opinion of the student body regarding issues that come up throughout the year, and organizes town hall meetings to discuss these issues. Another major function of SGA is to oversee the social well-being of the student body. The annual formal, ski trip, powderpuff game, and Halloween party are just a few of the many fun events that SGA organizes. In addition, SGA provides financial support to unfunded organizations and electives that enrich the student body through interesting lunchtime lectures and dinner events on a wide variety of medically related topics. Finally, SGA works closely with representatives from other schools for the healthcare professions to plan workshops in the community and to encourage interaction with students preparing for other healthcare careers. As an organization for students run by students, all students are encouraged to take an active role in SGA. 51

52 Aerospace Medicine Interest Group (AsMIG) President: Krupa Jani AsMIG will serve as a resource to educate students and faculty at the medical school about the medical specialty of Aerospace Medicine and related fields. Aerospace Medicine concerns itself with medicine for patients in unusual environments, most notably in unique pressure environments. This includes patients who engage in deep-sea diving, pilots, airline hostesses, and astronauts, among others. In addition to hosting lunch lectures and providing resources for military and civilian aerospace medicine opportunities, the group will also be a resource for shadowing, clerkship, residency, and research opportunities in the field of aerospace medicine, participate in national conferences on aerospace medicine, and serve as an informal space science and SCUBA diving club. American Association for Physicians of Indian Origin (AAPI) Officers: Melissa Calt (caltma@rwjms.rutgers.edu), Aisha Hasan (hasanai@rwjms.rutgers.edu), Krupa Jani (janiks@rwjms.rutgers.edu), Rashi Kabra (kabrara@rwjms.rutgers.edu), and Somair Malik (maliksf@rwjms.rutgers.edu) The American Association of Physicians of Indian Origin (AAPI) is a national organization dedicated to promoting the excellence of Indian American physicians in patient care, academics, and research, while allowing them to pursue their aspirations in professional and community affairs. The AAPI chapter at the medical school, like other cultural organizations on campus, provides opportunities to actively engage our community. This past year we held potluck dinners, the annual Diwali Show, and various other events. American Medical Association (AMA) Co-Presidents: Joy Lee (joy.lee@rwjms.rutgers.edu) and Timothy Satty (sattytm@rwjms.rutgers.edu) Co-Vice Presidents of External Affairs: Krutika Parasar and Aisha Hasan Co-Vice Presidents of Internal Affairs: JoAnn Mathew and Shreya Amin Special Events Chair: Shreya Amin Secretary: Amanda Bowers Community Service: Jonathan Armstrong and Naomi Goldstein Legislative Affairs: Aaron Kaye and Janice Chou Membership Chair: Sharanya Mohanty The American Medical Association - Medical Student Section (AMA-MSS) is one of the strongest voices for students in medicine. Through AMA-MSS, students have access to a wide range of opportunities, from community involvement to spearheading initiatives on local, state, and national scales. In our community, we sponsor free blood pressure screenings, community health fairs, local high school outreach, and more. At the medical school, we host activities to help students learn and have fun -- a Board Review Program, happy hours, and our Annual Charity Auction are just a few! Outside of the medical school, AMA-MSS gives you the opportunity to work with other medical students, organizations, and legislative bodies to fight for the rights of patients and doctors. Students learn to research and draft resolutions that influence policy at both the state and national levels, and attend Advocacy Days and national conventions to support their work. 52

53 American Medical Student Association (AMSA) Co-Presidents: Jacobo Santolaya and Priya Patel Co-Vice Presidents: Michelle Walker and Sally Vitez Associate Trustee: Melissa Villars Treasurer: Jon Ghergurovich Disabilities Awareness Fellow: Maressa Criscito Gender and Sexuality Fellow: Brandon Imp Health Policy Fellow: Suzanne Elshafey Global Health Fellow: Julie Szymaniak Complementary and Alternative Medicine Fellow: Thomas Golden Student Wellness Fellow: Taryn Webb REACH Fellow: Daniel Sharp Primary Care Fellow: Sakina Attar AMSA is a national organization which serves as a major voice of medical students and is run entirely by students. AMSA focuses on improving healthcare, promoting the practice of socially responsible medicine, establishing quality in medical education and improving the quality of life for students. Robert Wood Johnson Medical School has a very active chapter, which holds a variety of events ranging from lectures to social functions to lobbying activities. Some of the most popular events we've hosted include the Residency Fair, Anatomy Memorial Service, and pre-exam social/stress relieving events. This past year we also held our first annual MEDtalks, a seminar held in a 'TEDtalk' format to highlight the achievements and diversity of our students, faculty and alumni. Additionally, there are many opportunities to get involved with National AMSA. Many students enjoy attending the regional and national conferences each year, which give members of our chapter the opportunity to learn from and collaborate with other medical students throughout the country. To learn more about AMSA and ways to get involved, see the national website: or RWJ.amsa@gmail.com. American Medical Women s Association (AMWA) Co-Presidents: Leah Goldberg (goldbels@rwjms.rutgers.edu) Kaitlyn Huegel (huegelkr@rwjms.rutgers.edu) Treasurer: Aisha Hasan (hasanai@rwjms.rutgers.edu) Community Service Coordinator: Marlene Wang (wangmd@rwjms.rutgers.edu) Women s Health Elective Coordinator: Maressa Criscito (criscimc@rwjms.rutgers.edu) The mission of AMWA is to improve the personal and professional well being of its members and to increase the influence of women in all aspects of the medical profession. AMWA strives to accomplish these goals by offering personal support for members through networking, action on health issues, and providing information on career options and development. We offer the Issues in Women's Health elective to enhance awareness of women's issues. Our community service committee coordinates volunteer activities to allow AMWA members to develop closer bonds with each other as well as with the community. We also coordinate the annual production of the Vagina Monologues and a week of related events both to empower women and raise awareness about violence against women. We would like to encourage both male and female medical students to join AMWA, as women's issues affect us all. 53

54 Asian Pacific American Medical Student Association (APAMSA) President: Daniel Wong APAMSA was founded to bring together medical students interested in health issues that affect Asian- American communities. We strive to bring awareness of both Asian medical issues and culture to Robert Wood Johnson Medical School through lunch lectures, cultural events, and the Annual Asian Cultural Show. APAMSA also actively participates in the annual National and Regional Conferences around the country and organizes community service opportunities, such as an annual kidney screening in nearby communities. Through educational, cultural, and social events, APAMSA provides an important forum for medical students to meet and exchange experiences. BA/MD Organization The main objective of this organization is to create a support network for BA/MD students and ease the transition from undergraduate learning to the medical school. The organization s members are current and former BA/MD students. Christian Medical Association (CMA) Co-Presidents: Okechukwu Anochie (anochioc@rwjms.rutgers.edu) and Fatu Conteh (contehfs@rwjms.rutgers.edu) M2 Representative: Jihae Park (parkj7@rwjms.rutgers.edu) Christian Medical Association (CMA) at Robert Wood Johnson Medical School is part of CMDA (Christian Medical & Dental Association), the nation's largest organization of Christian health care professionals ( CMA is a Christian organization formed on campus to foster an environment where Christian students from different churches and denominations can come together for fellowship through various social activities including book clubs & bible study, post-block exam festivities, field trips, volunteering, and community service events. CMA will also host monthly speaker seminars in which expert guest speakers will be invited to discuss topics that pique the interests of student members. As a student organization, CMA gladly welcomes all students, irrespective of their religious affiliation or belief system, to participate in our events. 54

55 Rutgers Robert Wood Johnson Medical School Literary Journal MS4 Representatives: Lesley Portugal Ian Solsky and Kunjal Modi MS3 Representatives: Olamide Ifaturoti Eliseo DiPrinzio and Magda Kowalczykowski MS2 Representatives: Thomas Golden Daniel Manfra Akanksha Arya Fatu Conteh and Ramya Krishnan This student-run biannual literary journal is meant to establish a recognized forum where medical students can share their experiences, ideas, and talent. As this journal gives students a voice to express anything that is on their minds, we hope to generate discussion at our school while also fostering a strong sense of community. We welcome all who have an interest in art, health policy, history, ethics and the like! Dermatology Interest Group Co-Presidents: Maressa Criscito (criscimc@rwjms.rutgers.edu) and Jusleen Ahluwalia (ahluwaju@rwjms.rutgers.edu) The Dermatology Interest Group is designed for students interested in learning more about dermatology and helping those with skin disorders. This group facilitates the interaction of students with residents and faculty in dermatology through lunchtime lectures and organized shadowing opportunities for students. Lectures address topics such as what a dermatologist does and how to get into a dermatology residency, the pathology and treatment of common skin disorders, and current research trends in dermatology. The club also has a community outreach program which involves teaching local students about skincare and skin disorders. The club also organizes fundraising events to sponsor research of skin disorders. Emergency Medicine Interest Group (EMIG) EMIG.RWJMS@gmail.com Faculty Advisor: Dr. Kusum Punjabi (punjabku@rwjms.rutgers.edu) President: Ryan Townsend (townserj@rwjms.rutgers.edu) Vice-President: Christine Nieves (nievesca@rwjms.rutgers.edu) M2 Representatives: Chris Pumill (Pumillch@rwjms.rutgers.edu) and Taryn Webb (webbtl@rwjms.rutgers.edu) EMIG is a student-run interest group which aims to provide students with numerous opportunities to learn first-hand about the exciting field of Emergency Medicine. Throughout the year, EMIG offers a number of informative and fun lunchtime lectures on topics such as toxicology and bioterrorism, in addition to residency seminars, opportunities for ED physician shadowing and paramedic ride-alongs. EMIG also sponsors a number of exciting, hands-on workshops such as a resuscitation lab, which provide students with the opportunity to learn and practice clinical skills. A non-credit elective is offered for students fulfilling attendance requirements (see Non-Credit Electives section). 55

56 Exercise, Nutrition, Sports Medicine Interest Group (ENSMIG) President: Greg Budoff ENSMIG is a club for students who have an interest in exercise, nutrition, and/or sports medicine. The club appeals to a wide variety of medical specialties, including, but not limited to: sports medicine, orthopedic surgery, plastic surgery, general surgery, dermatology, and internal medicine. Over the course of the year, ENSMIG will have lectures on various sports injuries, exercise science, and the growing role of nutrition in medicine. Family Medicine Interest Group (FMIG) Faculty Advisors: Dr. J. Anna Looney (looneyja@rwjms.rutgers.edu) and Dr. Jason Womack (womackja@rwjms.rutgers.edu) Contact Person: Ruth Burley (burleyra@rwjms.rutgers.edu) Representatives: Thomas Golden (goldentm@rwjms.rutgers.edu) and Leora David (davidls@rwjms.rutgers.edu) This student-run group sponsored by the New Jersey Academy of Family Physicians offers various programs addressing educational topics and career-oriented information. The group is focused on informing more students about the many opportunities and possibilities associated with a career in family medicine. FMIG participates in many local and national conferences and holds informative sessions with guest speakers. The goal is to foster students to think about family medicine as a future career. Gays, Lesbians & Allies in Medicine (GLAM) Presidents: Brandon Imp (impbm@rwjms.rutgers.edu) and Diana Moffa (moffadm@rwjms.rutgers.edu) GLAM is committed to embracing diversity on campus by providing resources, support, and an inclusive community for lesbian, gay, bisexual, transgender and queer (LGBTQ) students at Robert Wood Johnson Medical School. It is our mission to foster a safe and supportive academic environment for both LGBTQ students and faculty at the medical school, as well as advocating for LGBTQ patients by educating our peers, breaking down stereotypes, and working toward the inclusion of LGBTQ health concerns in the medical curriculum. The group includes LGBTQ people and Allies, coming together to support our mission. Events include lunch lectures, social events, networking, and discussions. Hearing Body for Student Rights Hearing Body Representatives: Heather Belle (belleha@rwjms.rutgers.edu) and Joe Izzo (izzoja@rwjms.rutgers.edu) Robert Wood Johnson Medical School Hearing Body Representatives make up the auxiliary board of the Student Government Association. Hearing Body Representatives serve on judicial hearings along with faculty and administrators to evaluate students whose actions may be in violation of codes of conduct. Representatives also work with administrators, SGA, the curriculum committee, and the student body to educate the school on the judicial process as well as improve the system to promote professionalism, fairness, and pride in the Robert Wood Johnson Medical School Community. 56

57 Homeless and Indigent Population Health Outreach Project (HIPHOP) Phone: The Homeless and Indigent Population Health Outreach Project (HIPHOP), was established in 1992 as a community service arm of the American Medical Student Association of Robert Wood Johnson Medical School. Drs. Jaime Reedy and Jeffrey Brenner, two medical students of the Class of 1995, initiated the project. HIPHOP was created in response to the pressing health needs of the Greater New Brunswick area, a community that possessed few opportunities for students to reach out and offer assistance. Through this program, students provide community outreach, health promotion, preventive education, and clinical services to indigent and underserved populations. HIPHOP currently receives financial support from the Dean s Office, Rutgers Community Health Foundation and private foundations. Previous funding sources include the Corporation for National Service, the Robert Wood Johnson Foundation, and J. Seward Johnson Charitable Trust. In the past few years, HIPHOP has grown substantially to encompass a multitude of programs and the involvement of more than 300 medical, physician assistant and public health students, faculty/staff members, and community representatives. There are multiple ways to be involved in HIPHOP! HIPHOP is now an umbrella organization with two major initiatives: Community Health Initiative (CHI) and the Promise Clinic: HIPHOP-Community Health Initiative (CHI) Chief Faculty Advisor/Principal Investigator Eric Jahn, MD (jahneg@rwjms.rutgers.edu) Program Coordinator Susan Giordano (susan.giordano@rwjms.rutgers.edu) Secretary Ruby Galvan (galvanru@rwjms.rutgers.edu) Student Director: JoAnn Mathew (mathewjm@rwjms.rutgers.edu) General Student Manager: Meghan Nahass (nahassmm@rwjms.rutgers.edu) Clinic Project (Integrated PCM I 1 st years choose project as their PCM Clinical Site) Contact: Jenna Presto (prestojk@rwjms.rutgers.edu) Susan Giordano (susan.giordano@rwjms.rutgers.edu) First year medical students may select HIPHOP/CHI Clinic Project as their clinical site for the Patient Centered Medicine I course. Students will have the opportunity to shadow physicians who provide health care services to indigent populations at the Robert Wood Johnson AIDS Program and Eric B. Chandler Health Center. Students will be exposed to health care disparities faced by under- and uninsured patients. Health Workshop (Integrated PCM I required for all 1 st Years) Contact: Michael Nalepa (nalepamj@rwjms.rutgers.edu) Susan Giordano (susan.giordano@rwjms.rutgers.edu) Students will present one health workshop at a community site. Sites include, but are not limited to, New Brunswick Public Schools in collaboration with the Puerto Rican Action Board-After-School program; Open Doors a substance abuse rehabilitation center; Naomi s Way a women s transitional shelter; and the HUB Teen Center. Students will attend an assigned mandatory group orientation held by HIPHOP Steering Committee members on how to conduct workshops on issues such as substance abuse, nutrition, and sexual health and responsibility. 57

58 Non- Credit Electives Patient At/In Risk (PAIR) Elective Contact: David Macknet Susan Giordano PAIR will provide students with the opportunity to learn and serve. Students through this elective experience the multifaceted issues of at-risk populations. Students will learn about their disparities and serve as patient advocates and support mechanisms. Students will be matched with cancer patients and at-risk moms, shadow social workers, visit homes to teach safety and lead education, and much more. ICCUCE (Issues in Cultural Competency and the Underserved Community Elective) Contact: Adam Khan Susan Giordano This elective consists of a series of didactic sessions held at the medical school in collaboration with student organizations. These sessions focus on community issues and the current services provided in the Greater New Brunswick area for the underserved. LISTOS (Literacy Initiative for Students Teaching Older Spanish Speakers) Contact: Thomas Golden (goldentm@rwjms.rutgers.edu) Susan Giordano (susan.giordano@rwjms.rutgers.edu) Students are trained to provide health literacy workshops related to exercise, nutrition, heart healthy behaviors, heart-related conditions, healthy habits and lifestyles, and will end with an integrative review. The program was developed in order to provide a collaborative forum in which students and community members could interact while enhancing proficiency in each others language, understanding of their varied cultures and how these experiences can compliment overall health care for future health providers and patients. STATS (Students Teaching AIDS To Students) Contact: Kruti Parikh (Parikhkr@rwjms.rutgers.edu) Susan Giordano (susan.giordano@rwjms.rutgers.edu) Students are trained to present single-session interactive workshops on topics relating to HIV/AIDS, sexual health, and responsibility at community based organizations and public schools. 3 rd Year Family Medicine Clerkship Contact: Susan Giordano (susan.giordano@rwjms.rutgers.edu) The Third Year Clerkship project is in collaboration with the Family Medicine rotation. Medical students during their 3 rd year Family Medicine rotation may be assigned to HIPHOP for the service component of their rotation. Students are trained to present preventive health workshops at public schools and community-based organizations serving at-risk populations. Project Outreach Contacts: Rupal Parikh (parikhrs@rwjms.rutgers.edu) and Somair Malik (maliksf@rwjms.rutgers.edu) Susan Giordano (susan.giordano@rwjms.rutgers.edu) This project offers a multitude of one-time volunteer experiences for students who want to get involved in the community throughout the year. Such experiences include serving at Elijah s Soup Kitchen, counting 58

59 the homeless, reading to children, health fair participation, organizing the program s annual drives, running and raising funds at the program s 5k Run and much more. The project coordinates the annual Youth Science Health Day and incoming first year medical student Volunteer Day. ACE (Affecting Change through Education) Program Contact: Susan Giordano (susan.giordano@rwjms.rutgers.edu) The ACE program is a yearlong weekly tutoring/mentoring program in which medical students are trained and recruited to mentor/tutor Greater New Brunswick high school students. The program goal is to nurture excellence in middle/high school and encourage higher education. HIPHOP-Promise Clinic Chief Faculty Advisor Clinic Faculty Advisor Program Coordinator Secretary Student Directors Eric Jahn, MD (jahneg@rwjms.rutgers.edu) Lin, Karen (Kalin@rwjms.rutgers.edu) Susan Giordano (susan.giordano@rwjms.rutgers.edu) Ruby Galvan (galvanru@rwjms.rutgers.edu) Pheobe Askie (askiepe@rwjms.rutgers.edu) Nitesh Patel (patel236@rwjms.rutgers.edu) Veronica Demtchouk (demtchve@rwjms.rutgers.edu) Paawan Punjabi (punjabpv@rwjms.rutgers.edu) Promise Clinic is a Robert Wood Johnson Medical School student-run healthcare clinic that runs out of Eric B. Chandler Health Center in New Brunswick every Thursday evening. All patients scheduled at the Promise Clinic are clients of Elijah s Promise, Inc. (multiservice soup kitchen) who have no healthcare insurance. Patients are placed with a team of four medical students referred to as their student-doctors. Every team consists of a first, second, third and fourth year medical student who follow their patient throughout their entire medical school career. The student-doctors are responsible for every aspect of their patient s care, including scheduling follow-up appointments, addressing their patient s issues at their scheduled appointments and presenting their patient to the volunteer attending supervising physicians. After a discussion with the attending physician along with their supervising faculty preceptor studentdoctors will implement a plan of care. Labs and medication are free for the patients. Students placed on a Promise Clinic team their first year will continue on their team for the remainder of their medical school career. Placement on a Promise Clinic team also fulfills students requirements for 1 st thru 4 th year non-curriculum and curriculum integrated courses/electives. The clinic is operated by a Promise Clinic student staff that consists of first through fourth year medical students, who take care of the administrative aspects of the clinic (i.e. scheduling patients and preceptors as well as running the lab and pharmacy). Student doctors are under the supervision of volunteer faculty and staff in all aspects of patient care and clinic operations. For more information about the Promise Clinic please promiseclinic@rwjms.rutgers.edu, susan.giordano@rwjms.rutgers.edu or call the HIPHOP office (732)

60 International Health Interest Group (IHIG) Faculty Advisor: Dr. Javier Escobar Student Coordinators: Bridgette Hottenstein Danika Paulo and Tara Iyer The International Health Interest Group (IHIG) is designed to raise awareness of international health issues within the medical school community. This is done through a close collaboration with the Office of Global Health. IHIG runs an "International Health Elective, which includes about 10 lunch lectures over the two semesters with speakers who have worked in different capacities in global health. IHIG also raises funds for charities that contribute to international health relief work and assist students who wish to study abroad during the summer between first and second year or during fourth-year electives with fundraising and information sessions. The IHIG coordinators are also members of the steering committee for the Office of Global Health at the medical school. Internal Medicine Interest Group (Laennec Society) Faculty Advisor: Dr. John Walker (jwalker@rwjms.rutgers.edu) Co-Presidents: Jusleen Ahluwalia (ahluwaju@rwjms.rutgers.edu) and Okey Anochie (anochioc@rwjms.rutgers.edu) Co-Vice Presidents: Alexander Lorestani (lorestal@rwjms.rutgers.edu), Heather Belle (belleha@rwjms.rutgers.edu) and Pooja Kakar (kakarpo@rwjms.rutgers.edu) The Internal Medicine Interest Group is a student-run interest group intended to provide students at all levels with information about careers in Internal Medicine (IM), and promote relationships and communication among student members, IM faculty, and IM residents. The group focuses on promoting an understanding of the role of the Internist as a primary care physician as well as the role of subspecialists in providing care for complex diseases. Islamic Medical Association of North America (IMANA) Co-presidents: Adam Khan (khanad@rwjms.rutgers.edu) and Mays Zubair (zubairm1@rwjms.rutgers.edu) The Islamic Medical Student Association of North America is a religious/social group founded in Its main goal is to fulfill the religious and social needs of Muslim students at the medical school. It provides a forum for Muslims as well as non-muslims to interact and help each other learn and excel in both religion and education. The organization hopes to bring about religious understanding and cooperation amongst students of all faiths. 60

61 Jewish Medical Student Society (JMSS) Co-Presidents: Debra Zharnest and Joshua Belfer The goal of JMSS is to maintain a sense of Jewish community at the medical school. In addition to providing a social outlet for Jewish students, we encourage students of all faiths to participate in JMSS events. We will sponsor discussions that explore Jewish perspectives on medical and social issues, learn about and celebrate Jewish holidays, and hold events with other faith-based student groups in order to understand the similarities and differences between groups, with the intent of becoming more culturally competent. OB/GYN Interest Group Faculty Advisor: Dr. Gary Ebert (ebertga@rwjms.rutgers.edu) Co-Presidents: Amanda Miesnieks (miesniak@rwjms.rutgers.edu) and Katherine Manuelli (manuelkg@rwjms.rutgers.edu) Vice-President: Shantel Suncar (suncarsh@rwjms.rutgers.edu) The OB/GYN Interest Group is designed for students who want to learn more about opportunities available in the fields of obstetrics and gynecology. The group helps students to gain an understanding of what a career in OB/GYN entails by creating a network between students and health care professional within the field. In addition, the OB/GYN Interest Group provides a forum for various speakers, and promotes advocacy for issues regarding women's health and reproductive care. Oncology Interest Group Faculty Advisor: Dr. Serena Wong (wongse@rwjms.rutgers.edu) Student Representative: Ryan Townsend (townserj@rwjms.rutgers.edu) The Oncology Interest Group serves to provide learning experiences and community service opportunities to pre-clinical medical students in the fields of adult and pediatric oncology, radiation oncology and surgical oncology. The Oncology Interest Group will hold lunchtime seminars that expose the student body to the variety of positions in this field. Presenters will include researchers, clinicians, and cancer survivors, so as to not only provide networking opportunities and potential research placements, but also to provide a basic, fundamental understanding of the various types of cancer, adult versus pediatric cancer, experimental clinical treatments, patient lifestyle and care, and translational research. 61

62 Organization of Student Representatives (OSR) Student Representative: Justin Cirone OSR fulfills a unique role among medical student organizations. As part of the AAMC, it provides all United States allopathic medical students with voting representation in the nation s largest association dedicated solely to the advancement of academic medicine. OSR provides medical students with an active role in achieving the AAMC s mission to improve the nation s health through the advancement of academic medicine. OSR also seeks to assure that students actively participate in directing their education, preserving their rights, and delineating their professional responsibilities. To this end, OSR provides medical students with a voice in academic medicine at a national level and strives to foster student involvement in this arena at a local level. At Robert Wood Johnson Medical School, the OSR initiative is the Students Interested in Research (SIR) elective. The elective aims to enrich the educational experience by providing opportunities to participate in basic research. OSR Strategic Goals: To provide medical student input on all issues addressed by the AAMC and state or federal governments that will impact education, quality of life, or professional development. To develop and implement OSR initiatives and aid in the implementation of AAMC initiatives. To facilitate communication among student bodies of different medical schools and among student organizations regarding issues relevant to medical student life and education. To encourage education techniques and objectives that provide medical students with the intellectual skills, professional standards, and knowledge required to meet the needs of an evolving health care system. To promote a safe, supportive learning environment free of abuse, unreasonable health risks, bias, and inequities. To assure that all medical students possess equal freedom and opportunity to pursue the career directions of their choice. Orthopedics Interest Group Faculty Advisor: Dr. Thomas McPartland (mcpartth@rwjms.rutgers.edu) Student Representatives: Jad Donato (donatoja@rwjms.rutgers.edu), Jorge Rocha (rochajl@rwjms.rutgers.edu), and Taryn Webb (webbtl@rwjms.rutgers.edu) The Orthopedics Interest Group is a student run group organized by selected M1 and M2 representatives. The main focus of the group is to offer first and second year medical students interested in orthopedic surgery a chance to gather and learn more about the field. Past activities have included a RWJUH doctor run Step 1 review session, anatomy reviews, and speaker series (co-coordinated with the Valentine Mott Surgical Society). We hope to expand our activities in the upcoming year to include more hands-on activities for students. 62

63 The Peer Mentoring Program Faculty Advisors: Dr. Sonia Garcia Laumbach Dr. Daniel Mehan Peer Mentors: Greg Budoff Steve Mennona Melissa Villars Somair Malik Amaka Onwuka Michael Ullo Louis Chai Chris Pumill Elliot Sultanik Jacobo Santolaya Leya Schwartz David Bergamo Student Coordinators: Greg Budoff Steven Mennona Kamali Thompson Paul Truche Naomi Goldstein Kristin Bonello Meghan Nahass Anthony Azzolini Chad Simpkins Aaron Kaye Krutika Parasar Priya Patel David Blitzer Edith Reshef The Peer Mentoring program is a yearlong program that begins during orientation. At this time, all students are placed into groups of ten to fifteen and assigned two peer mentors. These mentors serve as an informational source for students, easing the transition and providing advice on how to tackle the challenges associated with starting medical school. Physicians Wellness Initiative (PWI) President: Louis Chai (chailf@rwjms.rutgers.edu) The Physicians Wellness Initiative (PWI) is dedicated to promoting the physical, mental, and emotional well-being of Robert Wood Johnson Medical School students. While we learn about the human body and taking care of others, PWI reminds us of the importance of taking care of ourselves. Join us at one of our meetings or events and discover ways to stay active. Learn about local gym memberships, participate in pick-up games, and join one of our championship Rutgers intramural teams. 63

64 Psychiatry Residents Advancing exposure to Interested Students (PRAXIS) Student Leaders: Janice Chou and Vincent Mirabella PRAXIS is a student- and resident-run organization that welcomes all students with diverse career interests. The purpose is to provide opportunities for first-and second-year medical students to learn more about the field of psychiatry, and to offer guidance to third-and fourth-year medical students interested in pursuing psychiatry as a career. Through a series of lunchtime lectures, students can interact with current psychiatry residents and faculty, guest speakers, and other medical students applying to psychiatry residency programs, with the ultimate goal of obtaining a greater understanding of psychiatry as a field. Rutgers University Physician Assistant Student Society (RUPASS) Faculty Advisor: Matthew McQuillan (mcquilla@rwjms.rutgers.edu) The mission of the Rutgers University Physician Assistant Student Society (RUPASS) is to foster the personal and professional development of physician assistant students in the state of New Jersey, encourage educational excellence, and advocate for students and professional issues. SALUD Faculty Advisor: Sonia Garcia Laumbach, MD (sgarcia@rwjms.rutgers.edu) Co-Presidents: Jorge Rocha (Rochajl@rwjms.rutgers.edu) and Wylie Lopez (lopezwy@rwjms.rutgers.edu) Vice-President: Tatiana Londoño (londonta@rwjms.rutgers.edu) Treasurer: Shantel Suncar (suncarsh@rwjms.rutgers.edu) SALUD is the local Robert Wood Johnson Medical School chapter of Latino Medical Student Association-Northeast (LMSA-NE). Its mission is to recruit Latinos into higher education and health related areas, educate the public and one another about Latino health issues, and promote awareness about social, political, and economic issues as they relate to Latino health. SALUD members: Are active in recruitment of Latino and other students by participating in career fairs for high schools and colleges, serving as medical school tour guides and mentoring undergraduates. Are active in health fairs to sensitize the medical community to the specific needs and differences of Latinos regarding health and well-being as well as teach a Medical Spanish elective course. Serve as advocates and supporters for prospective Latino and other minority applicants by serving on the Admissions Committee and other university-wide committees. Promote cultural awareness, appreciation, and sensitivity through Latin Heritage Month. 64

65 Student Admissions Committee Faculty Advisor: Dr. Carol Terregino Committee Members: Leya Schwartz Louis Chai and Meghan Nahass Committee Representatives: Justin Dubin Naomi Goldstein Brandon Imp Ji Hae Park and Christopher Pumill Tour leaders: Joy Lee and Michael Ullo This student program works closely with the Admissions Office to provide organized, student led tours of the medical school and hospital facilities throughout the year. Participants also serve as representatives to prospective medical students, to answer questions and offer perspective concerning our experiences. Members also assist in the recruitment process once students have been admitted by helping to present the school at functions hosted by the Admissions Office over the course of the year. Student Curriculum Committee (SCC) M2 Kaitlyn Huegel and Kate Manuelli M3 Justin Cirone and Kate Woodburn M4 Marissa Nadeau and Matt Chase The Student Curriculum Committee is designated as a subcommittee of the Curriculum Committee in the medical school by-laws. It is composed of student members from each class. The SCC and student subcommittees responsibilities include: 1. Representing students at the Curriculum Committee meetings and participation in discussions about the medical education curriculum. 2. Serving on a course/curricular review subcommittee (1-2x/year) to recommend changes. 3. Helping promote the completion of online course evaluations. Additional responsibilities include assembling Course Representatives for your class and meeting as a group after block exams to discuss issues and to recommend changes when necessary, keeping the student body informed of curricular happenings, moderating issues between course directors and your class that may be beyond the scope of the course representatives, and assisting faculty and administrators in preparing for the LCME (Liaison Committee for Medical Education) site visits. 65

66 Student Interest Group in Neurology (SIGN) Faculty Advisor: Dr. M. Maral Mouradian. President: Christine Nieves Vice-President of Clinical Experiences: Julie Szymaniak Vice-President of Research: Michael Ullo Treasurer: Marlene Wang Community Outreach: Priya Patel The Student Interest Group in Neurology serves to provide a forum for the exploration of interests in neurology, neurosurgery, psychiatry, and related fields as well as to promote interaction among students, faculty, and residents through scholarly and social functions, such as a 4th year residency panel. Students have the opportunity to complete the non-credit elective in Clinical Neuroscience through a combination of attendance at SIGN events and fulfillment of an approved program of doctor shadowing, research, or related volunteer work. SIGN is a national student organization affiliated with the American Academy of Neurology (AAN). All members of SIGN are eligible to apply for free membership to the AAN. The Student National Medical Association (SNMA) President: Amaka Onwuka (onwukaam@rwjms.rutgers.edu) Vice President: Afua Takyi (takyiaf@rwjms.rutgers.edu) Treasurer: Kamali Thompson (thompsk6@rwjms.rutgers.edu) Secretary: Elizabeth Beckford (beckfoel@rwjms.rutgers.edu) Community Service Chair: Daphne Metellus (metellda@rwjms.rutgers.edu) Special Events Chair: Shantel Suncar (suncarsh@rwjms.rutgers.edu) HPREP Coordinator: Claudia Herreros (herrercl@rwjms.rutgers.edu) Health Policy and Advocacy Liaison: Okechukwu Anochie (anochioc@rwjms.rutgers.edu) The Student National Medical Association is the nation s oldest and largest student organization that addresses the needs and concerns of minority medical students. Our mission includes securing equitable medical education and health care, ensuring the future development of our youth, and promoting activism in areas of medical education and disease prevention in underserved populations. The SNMA local chapter is dedicated to realizing the mission of the national organization by conducting various community outreach projects, developing academic support networks, facilitating student recruitment programs, and sponsoring culturally-related social events. Valentine Mott Surgical Society Student Coordinators: Jad Donato (donatoja@rwjms.rutgers.edu), Edith Reshef (reshefer@rwjms.rutgers.edu), Jorge Rocha (Rochajl@rwjms.rutgers.edu) The Valentine Mott Surgical Society is an extension of the professional Valentine Mott Surgical Society at Robert Wood Johnson Medical School and is open to all students at the medical school regardless of their field of interest. The goal of the club is to provide opportunities for students to explore the various fields available in surgery. The Society sponsors periodic specialty seminars, providing opportunities for students to get to know the faculty, residents, and other students interested in surgery. Activities in the past have included OR scrub sessions and a suture workshop. For students actively applying to surgery residencies, there is an extensive program to facilitate successful completion of the application process. 66

67 Yearbook The Aesculapian is the yearbook that has been traditionally produced by the members of the fourth-year class. Each graduating senior has a half page in the book. These pages are generally filled with pictures of family, friends, and classmates. Interested 4th years may contact their class president to become involved. 67

68 Student Activities Accounts Student Organization Information Guide Each of the student organizations that has been assigned a yearly budget through the Student Affairs Office is responsible for keeping track of that budget to ensure they do not exceed the balance available in their account. Once the balance of any account has been depleted, there are no additional funds available for your organization. Your budget is effective from July 1 through June 30. Please keep this in mind as you plan events, particularly those that will take place during the summer of Remember that you must arrange for payment of these events well before your budget runs out on June 30, even if the event will not take place until July or August. Duplicating/Copying Student organizations can make copies by using the Student Affairs copy code, which is available in the Student Affairs Office. Simply come to the Student Affairs Office with your originals and complete a Student Organization Copy Request form when you make your copies. This form must show the total number of copies you have made (to be read off of the copier meter after you ve made your copies). Student Leaders (President or Treasurer) must approve the photocopying being done by their organization before copies can be made, and you will be required to leave your student ID with the Student Affairs Office staff in exchange for this copy code. Please record your copies accurately; if discrepancies occur, student organizations will no longer have use of this code. We also ask that you carefully consider the necessity of stuffing all the mailboxes. Could you make announcements during class and post notices in key areas, rather than duplicate hundreds of copies? Can the information be distributed via ? Remember: duplicating is charged to your organization s budget at approximately eight cents per copy. Student Leaders will receive important information and announcements via and should check their accounts on a regular basis. In addition, we strongly recommend that you consider sending all of your student organization announcements via , rather than making copies and stuffing mailboxes. All students have been advised to check their on a daily basis and should receive your in a timely manner. Student Storage The student storage space is located on the second floor, across from the stockroom. One key for the room can be borrowed from the Office of Student Affairs. The SGA President has the second key. Everything stored in this room MUST BE LABELED and the room must be kept neat. Use of the portable podium can be arranged through Student Affairs. 68

69 Student Volunteer Workstation The Office of Student Affairs has available a workstation supplied with a computer and telephone. The computer is to be used to arrange for speakers, rooms, lunches, etc. No course materials may be printed here. There are to be no personal calls made on the telephone provided. Room Reservations Room reservations within the medical school can be arranged as follows: For the following, contact Evette Cladd at (732) (Room confirmation should be sent c/o Student Affairs at fax number ): All CAB & MEB rooms For the following, contact Mary Labrada at (732) : Main Auditorium West Lecture Hall East Lecture Hall N&C Rooms V Rooms Old Student Lounge Great Hall For the following, contact Kathy Kuhblank at Student Affairs at (732) : Dean s Conference Room For the following, contact Valerie Peterson at (732) : RWJUH Courtyard (NB) Environmental Services For room set-up or post meeting clean up contact Ms. Stefanie Mathis at (732) at least one week before the scheduled event, copied to Mr. Marc Masciocchi in Administration and Finance. The following must be included in the memo sent to Environmental Services: Date, time, and location of event A map of the desired set-up This note must be included: To obtain the Banner Index number, please contact Mr. Marc Masciocchi in Administration & Finance at (732) **Do not forget to send a copy to Marc Masciocchi in Administration and Finance.** Media For media resources (slide/overhead projector, screen, microphone, etc) contact rwjmsav@rwjms.rutgers.edu or at least one week before the scheduled event. Special requests may take longer. **Please be aware that your organization s account may be charged for these services.** 69

70 Visitors If you will have visitors attending your activity who are not affiliated with the medical school, your student organization will be responsible for the following: If the activity is scheduled during normal business hours, you are responsible for ensuring that each visitor obtains a one-day parking hangtag. These can be purchased from the Cashier s Office at a cost of $3.21. If the activity is scheduled during off hours (weekends or after 6:00 PM on weekdays), keep in mind that all doors into the medical school will be locked and can only be opened with a valid ID card. You must arrange to have someone at the entrance to the medical school in order for your visitors to gain access into the building. Doors may not be propped open. During off hours, a parking hangtag is not required on the Piscataway campus. The Payment Process The following is a brief overview of the different payment procedures you may be using to pay for goods or services related to your student organization. The total amount you are requesting to purchase goods or services must be available in your student organization s budget for any requests to be approved and regardless of payment process. Please note Robert Wood Johnson Medical School does not pay state sales tax. An outside vendor may require proof of tax exemption status. A copy of a tax exempt letter is available in the Student Affairs Office. Questions regarding purchase orders, requests for checks, petty cash vouchers, travel approvals and travel expenses for student groups should be directed to Ms. Jean Martin in the Student Affairs Office at (732) or martinja@rwjms.rutgers.edu. Entertainment Form An entertainment form is required for all food orders. Please consult with the Student Affairs Office staff to ensure the form is properly completed before submitting it to Jean Martin for approval. The approved entertainment form and expense receipts must be attached to all forms of reimbursement. In general, it takes five to seven days to process an Entertainment Form. Purchase Orders A Purchase Order (PO) is required when ordering any goods or services from a vendor outside of Robert Wood Johnson Medical School for expenses in excess of $ A PO is required prior to ordering any goods or services. In general, it takes three to five days to process a PO. In order to process a Purchase Order, a quote from the vendor must be submitted to Jean Martin, who will initiate the approval process. If the PO is for food, an approved Entertainment Form is also required. Jean Martin will notify you once the PO is approved and you can place your order. Request for a Check A Request for Check form is used to reimburse individuals for goods or services paid for without a Purchase Order. In general, it takes two to three weeks to process a check request. In order to process a Request for Check, the original proof of payment (itemized expense receipts, payment confirmation) must be submitted to Jean Martin, who will initiate the approval process. 70

71 Petty Cash Vouchers A Petty Cash Voucher is used to reimburse individuals for expenses totaling less than $ In general, Petty Cash can be processed the same day, depending on the Cashier s schedule. Petty Cash will not be processed on payday. In order to process reimbursement by Petty Cash, the original proof of payment (itemized expense receipts, payment confirmation) must be submitted to Jean Martin, who will initiate the approval process. Travel Approval A Travel Approval (TA) form must be completed prior to traveling to any event which is outside of the State of New Jersey, or which requires an overnight stay. An approved TA is required whether or not any part of the trip is sponsored by the university. In general, it takes five to seven days to process a TA. A partial cash advance may be available if the TA is processed three to four weeks in advance of your trip. In order to process a Travel Advance form, supporting documents such as an event confirmation and agenda, and detailed travel expense budget must be submitted to Jean Martin, who will initiate the approval process. Travel Expense Reports A Travel Expense Report must be completed within five working days following your return from a trip in order to be reimbursed for travel-related expenses. In order to process reimbursement for travel related expenses, all original proof of payment (itemized expense receipts, payment confirmation) must be submitted to Jean Martin, who will initiate the approval process. Reimbursement will be made for the following items: Major Transportation: bus, rail, or airplane Minor Transportation: this includes mileage at a rate of.555 cents per mile if you choose to drive to your destination and short-range taxi fare when other modes of transportation are not available on-site Meals: breakfast, lunch, and dinner up to a maximum total of $50 per day (all original itemized receipts must be retained); gratuities are permitted at a maximum rate of 15% Program Registration: this may alternatively be submitted on a Request for Check form if payment is required in advance Lodging: cost of hotel or other accommodations Please keep in mind that the medical school will not reimburse you without original receipts. For mileage reimbursement, a MapQuest printout with total miles traveled must be submitted. If you have been issued a cash advance for your trip, this amount will be deducted from your reimbursement. If the total dollar amount of your receipts is less than your cash advance, you will be responsible for repaying the remaining difference to the medical school. 71

72 Student Life STUDENT-TO-STUDENT ADVICE 73 SURVIVING AND THRIVING AS AN M1 73 GENERAL ADVICE FOR FIRST YEARS 79 TOPIC-RELATED ADVICE FOR FIRST YEARS 81 GENERAL ADVICE FOR SECOND YEARS 83 THINGS TO DO IN PISCATAWAY, NEW BRUNSWICK AND BEYOND 85 TRANSPORTATION 88 FITNESS FACILITIES (RUTGERS) 89 72

73 Student-To-Student Advice Surviving and Thriving as an M1: One Student s Advice Medical school is still school Sure, it sounds funny to read that. But going into an even higher level of education, I was nervous as anything about how different medical school would be compared to college. I had no idea what to expect, and while at first it was a little overwhelming, what I learned pretty quickly was that IT IS STILL SCHOOL! You still have a professor standing in front of the class, using PowerPoint, lecturing about a topic. When you boil it down to that, it makes med school seem a lot less intimidating. There are definitely differences; maybe a little more information is presented in class, maybe there are concepts that you will have to read in a few textbooks before you understand. But in the end, you are still sitting, listening to a professor speak. So don t get stressed out about it, you are still in school, just like you ve been for the last 18 years! Stick with what works I think it is important to not change your style too much. If you write out your notes by hand, or organize your notes a certain way, or study using a particular method, don t make any drastic changes. What you ve done obviously has gotten you to this point, and while there may be some minor changes that you make here and there in order to adapt better, do what has made you successful to this point. It will make your life that much easier, and the comfort you will feel in maintaining your old routine will make med school a bit less intimidating. Give it time This was a tip that took me a while to embrace. With so much new information coming at you each day, there may be the compulsion to try to learn everything that was covered that day so you will be ready for the next day. As you will soon see, this really isn t possible. It s not that you won t have the time to go through everything, rather there are certain concepts and information that will take some time for you to fully understand and remember. It is a trite idea, but the brain-as-a-sponge analogy is actually pretty useful in grasping this concept. If you pour a lot of water on a sponge, only a certain amount will be absorbed. If you let water sit on the sponge for a while, it will slowly continue to absorb more and more. During anatomy, when you will have to do a fair amount of memorization, it will be important to keep this in mind and resist the urge to get frustrated. I remember going home, learning the terms until I felt I had mastered them, and then waking up the next morning remembering only a handful of them. A few days later, after some time in lab and a little more review, I was amazed to realize that I remembered most of what I had set out to learn a few days prior. Give yourself the time to let yourself learn and remember the information that is taught. Ignore the white boards! There will be a day soon after the beginning of school when you walk into one of the small group rooms, minding your own business as you look for somewhere to study, and you will be confronted with what will seem like the most intimidating, fear-mongering, terrifying thing you have ever seen. On the whiteboards, you will see every bit of information you were taught in class. I m not just talking highlights or bullet points. Someone will have gone in there and regurgitated every word of lecture up onto that board, leaving you to question how in the world you will ever learn it all. My advice? IGNORE IT! People study in different ways, and for some people, writing every detail down works. But if you re not that person, just turn your head and move on. No need to create extra stress in your life. 73

74 Keep on moving At certain points of your first year, you may begin to feel the burden of medical school creeping in. You will be nagged by a probably unfamiliar feeling that more and more things are piling up on you, and the scary thought that you may not be able to conquer them all. First off, we all feel like this at one point or another. There is just too much stuff going on to feel in control all of the time. And while it is an uncomfortable feeling, it is one that you will learn to get used to. But when you feel like you re starting to go under, a lesson I have found helpful is simply to keep moving. Keep working, keep learning, keep moving forward. Maybe it s a lecture which you just completely did not understand that stalls you. Perhaps it is all of the anatomy terms you need to learn. If you decide to just keep moving, you will eventually find your way out of the madness. For some people, this means powering through the difficult material until it finally comes together. Other people like to put aside what is troubling them and come back to it later, tackling other material first. The point is, as long as you don t get hung up on what is troubling you---and instead decide to keep doing something---the challenges will work themselves out. Learn your professor s style As frustrating as it may be at certain points of your M1 year, each professor you have will have their own methods of teaching. Some will tell you to learn only the material they cover in lecture. Some will require you to do a little self-learning from the ebooks. It will be to your advantage to learn what is expected of you from each professor. Practice questions are always a good tool to start figuring this out. Some professors are very specific in the objectives given out for the lecture. For other professors, you may need to ask to get some clarifications. Whatever means you go about it, learning what is expected by your professor and how he or she asks exam questions will be a great help as you navigate each class. Talk to someone With all of us coming from successful college careers, we may not be the types to readily vent about classes. We may fear that we will come off as dumb or weak if we complain about how tough a class is. But here is a little secret: As smart and as confident as we medical students are (or at least appear to be), everyone finds it tough and everyone likes to let off some steam and vent about school. Often times, they are just waiting for someone to initiate it. Of course, you don t want to be known as the person who always complains, but if you are really stressing out and need to get it off of your chest, don t be scared to talk to your roommates, your classmates, your friends. It will help you feel better about your troubles, and it will probably make your friend feel better knowing that other people are going through the same troubles as they are. We may be strong, smart, tough medical students, but holding everything inside will eventually take its toll. You have the weekend to work Two whole days with no new information coming in! Now, this doesn t mean you should fool around for five days, and then learn the material in two days. But this lesson is meant to ease your stress a bit by making sure you remember that you will have this time. Often times, you will also have several free days to review material before the test. So for those you who feel like you need to go 150% all the time, mastering the material right after it is taught, take a step back and remember you will have some time each weekend to continue to study. You cannot learn everything This may be the most repeated lesson in medical school, but it is certainly one of the hardest to accept. We are all used to doing well in classes and being able to learn all of the material presented in preparation for exams. In medical school, you will realize that this changes a bit. There is just too much information for you to sit down and memorize. Now, that doesn t mean that you will have to sacrifice points on each test, rather it means that it is crucial to focus on the important information. What is this important 74

75 information? It varies for each class and for each professor, and figuring this out will help you study. Coming to the realization that you just cannot learn everything is a tough lesson to learn, but one that will make your life a lot less stressful throughout medical school. Remember that drinking water from a fire hose analogy you have heard from family and friends? Well, know that you don t need to drink every drop of that water in order to succeed in medical school. Be active! There will be many times throughout the year where you, after hours and hours of studying, think that you just cannot fit anything else in your brain. When you re tired, stressed, and reach a difficult or confusing concept in your studying, your first impulse will probably be to open up the internet for a quick study break. Don t get me wrong, study breaks are definitely necessary, but it s important to make sure that for some of those study breaks, you stand up, go outside, and walk or run a little bit. Getting some fresh air while also getting your blood flowing will help clear your mind much more than five or ten minutes on the internet will. Sometimes you just need to push through In Rolling Stone magazine, the comedian Louis C.K. gave an interview in which he said something that I thought was very novel and helpful. In the magazine, he said something to the effect of these days, when people hit a wall, they pop open the internet to avoid the frustration of the challenge. I think it is important to sit and work through that obstacle, allowing your mind to explore the complexities of it while figuring out a way around it. Sometimes, it is important to give yourself a study break before taking on a difficult idea. But once in a while, try to sit there and work through it. Read the text carefully, let yourself spend some time examining the issue, and work through it. If you are patient with it, you may find yourself gaining a deeper understanding of the idea than you otherwise would have. Look ahead Taking a look at the week s schedule---seeing which days were more packed with lectures and which ones were not going to be as intense---helped me pinpoint the days that I could use as catch-up days. Seeing that I would have an afternoon off or that class didn t start until 10 am would take some pressure off me if I had a lot of work to do. Mix it up! It happens to everyone. You find a groove, a certain study space, a certain technique that works, and you stick with it. And understandably so. But then there will come a day when, for whatever reason, the chair you have sat on for three weeks doesn t feel as comfortable; the lighting in the desk you ve made your second home isn t as bright; the complete focus you ve maintained for the last several weeks just is not there. And when this happen, it may be time for a switch. Once you feel that your groove at one place is waning, make some changes until you find the latest and greatest study environment for you. People are here to help Sure, we are mostly type-a personalities, super smart, super confident, blah blah blah. But that doesn t mean that we shouldn t seek help when we need it. Each person encounters difficulties at some point along the road, and the true genius is one who recognizes his or her shortfalls and seeks to improve and correct them. If you are having trouble figuring out study methods, go to Cognitive Skills. It is their job to help you study! If you are having some problems with concepts, ask a friend. I guarantee you that any person you ask will be more than happy to spend time and explain it to you. This isn t your typical cutthroat undergrad premed class. We are all in this together; it s not like there are only a certain number of passes given out for each test like in college. People at this medical school are genuinely nice and want to help out. I remember one of the best feelings of M1 year for our class was when our teacher told us that 75

76 all of us had passed the course. We want each person to succeed, and we are there to help them do it. So be smart; if you need help, seek it out. Be careful listening to the M2 s Sounds kind of hypocritical, giving you advice and now telling you to be wary of what we say. This really applies more so to advice you will hear about how particular classes were, what the professors are like, and what the exams contained. In some respects, the second years can be great sources of information. We went through what you will go through just a year earlier, and many of the teachers, concepts, and questions will be similar to what we had. Some of the advice given to me by the year above helped calm my nerves and ease my worries when I was feeling a bit hopeless. But it is important not to rely too much on the advice given by us. Obviously, different people have different strengths, and class X may have been easy for one but the most difficult for another. You don t want to go about thinking that the class was easy when it really requires a lot of studying. We definitely have some selective memory when it comes to what was stressed on the exams. We may remember a certain concept being tested heavily on the exams only because we got it wrong. Here are three pieces of advice I can confidently say everyone would agree on: Each class has its difficulties, no class is truly easy, and the best way to gauge what will be tested is often to find that out from the professors themselves. A night off won t kill you There is so much information that sometimes you think that if you take a few hours off, you will never recover. NOT TRUE! Sometimes the best strategy for studying is putting your books down, recharging your batteries by going out, watching a movie, or just getting to bed early, and picking it back up in the morning. As you get closer to the exam, those breaks may get a little shorter, but if you are a few weeks out from the test, make sure you have some of those nights where you just have some fun and forget about school for a few hours. Appreciate what doctors actually do In the midst of all of the classroom learning, it is important to remember that what we do the first two years of medical school is not actually what doctors do. It is easy to get discouraged and to second guess whether medicine was the right choice, but take a moment to think about it: sitting in the classroom is not the reason you wanted to go into medicine. The first two years are a sort of prelude to the fun stuff, the reason you really wanted to be a doctor. One thing I think it is good to do is to get some clinical experience the first year. Whether that s Promise Clinic, your offsites, or other opportunities you seek out, when you see what medicine is really like in the field, it will make the classroom work a lot easier to deal with. Additionally, when you see the application of the information you are learning in the classroom to the practice of medicine in a clinical setting, you will gain a greater appreciation for the material being taught to you. Taking exams Look at the test as a basketball game You will find that in medical school, especially during exam times, you need to appreciate the little things. For me, it helped to look at the test like a basketball game. A basketball game is long, composed of four quarters. Ideally, the strategy is to play well for all four quarters, but this is often not the case. The beauty of basketball is that a team that plays poorly for one quarter can play well the other three and still win the game. You do not have to be perfect throughout the entire game in order to ultimately be successful. I looked at the exams the same way. I recognized that there were going to be questions, perhaps even strings of consecutive questions, that were very difficult and that I may get wrong. I taught myself to keep 76

77 the proper focus, and to remember that I was not going to fail the test by getting three questions in a row wrong. I needed to be confident that despite a poor stretch of questions, I would be able to play well enough at other portions of the game to be successful. Some other basketball terms I applied to testtaking: Circus shots: We have all seen these types of shots. Those heaves you think have no chance of finding the basket that somehow end up making it in. One way to keep your confidence up during the test is to realize that you are going to have a few of these. You will encounter a question, have no idea what the answer is, and somehow get it right. Now, make no mistake, while you are take the test, you will be positive that you got that one wrong. But when you go back and look at your test during the test review session, you will notice that a few of those lucky guesses fell in your favor. What is important to stress is that just because you think you got a question wrong, it doesn t necessarily mean that you did get it wrong. So keep yourself from getting down when you stumble through some tough questions. Chances are that a few of those circus shots will find their way in. Time to go on a run: The tests are long, and hitting a rough patch of questions may send your confidence and energy down a little bit. Once I reached a question or two in a row that I knew I got right, I would tell myself that it was time to go on a run. It helped me motivate myself, raised my confidence, and made me feel in control of my exam. When you hit challenging questions on a test, just tell yourself that once you get through them, it will be time to make a run. Have a short memory (sometimes) When you encounter several tough questions in a row, power through them, and then forget about them. Learning to erase those tough ones from your mind is a difficult idea, but one that will make your testtaking experiences a lot better. Sure, those may be the questions that bug you after you take the test, but as soon as you fill in those bubbles on the Scantron, forget about them! Move on and shift your focus to the next question at hand. The three keys to success This tip is plain and simple. The three keys to doing well on exams and succeeding in medical school are: confidence, composure, energy. There are many times throughout med school when you will question your ability to succeed and become a doctor. It may be after a particularly confusing class, a complicated lab, or a set of tough practice questions. No matter what happens, keep your confidence up! You have done amazing things up to this point, and you should truly believe that there is nothing you cannot conquer. When your confidence falters, it starts a snowball effect. You question your place in medical school, you can t focus on lectures or exams, and you send yourself into a spinning dive that is tough to recover from. Now, I am not saying that there will not be points when you get down on yourself, but there is no reason to doubt yourself, and you need to do all that you can to make yourself believe that! It will make your life a lot less stressful, and you will see the results in your exam grades. Whether you are confused, frustrated, or down, it is important to keep your composure while taking exams. Keeping yourself calm will allow you to maintain your focus and avoid distractions. Don t let a question throw you out of your groove. Realize that there will be some difficult questions, and take those in stride. Keeping your emotions in check by anticipating all possible situations will make your test-taking experience much more manageable. Over the course of a three hour exam, your energy level will wax and wane. The test is a grind, no doubt about it. It is important to make sure that you are as motivated, energetic, and focused on the last question as you are on the first one. Different people do it different ways. Some make sure to have snacks during the exam. Others use bathroom breaks to recharge. One of my classmates told me that she likes to take little 3 minute breaks where she just looks around the 77

78 room and gears up for the next set of questions. Figure out what works for you to make sure that you keep your energy level up during the lengthy exams. 78

79 General Advice for First Years What do you wish you knew at the start of first year? - In the scheme of things, first year really isn't that bad. So take the time to relax, to volunteer, to shadow, to spend time with your friends, to visit people, etc. Remember: its only pass/fail! - It is okay if you have no idea how to study and what you are doing: nobody does! Everyone has to figure the same things out so it is normal to be lost in the beginning. - You can still have a life outside of school. - That studying the way I did in college (going over every detail and memorizing all that I could) wasn't going to work in medical school. There is far more information and less time to learn it so it is important to discover new study strategies and become better at deciphering what the really important stuff is. - You will make it through, I promise. Life - Don t give up part of what makes you who you are just because you re in medical school now and have no more free time. If you came into medical school playing the piano, leave medical school still playing the piano. You deserve to have a life outside of school. - Try new things! You never know what you could end up enjoying and there are so many opportunities to take advantage of inside and outside of school. - Give yourself a break. Free time does become limited in medical school, but there is usually time to plan one major event/activity per weekend. With the exception of the week of the test, you always have time for extracurriculars! They're fun and add immensely to your experience. - or two. Make sure that you have break time that includes doing nothing and relaxing especially after each exam. You need to recharge your body and mind. - Plan vacations (if you can). Anytime you see that you have a day off, try and take some time away. As long as it is not the week or two before the exam, you CAN afford the time, and it will rejuvenate you. Having little things to look forward to can really help you get through the year. - Get involved in a student activity or two (don't overdo it!) and get to know as many of your classmates as you can during orientation week. Also get to know some M2s who you can turn to for advice! - Stay in touch with friends from undergrad and high school it can be refreshing to talk to friends who aren t in medical school. They will keep you sane and remind you of things beyond the classroom. - Friends are important but also make sure to save some time for your family. They are your rock! Even if they don t understand what you are going though they provide a very important support system. - Take care of your health. Whether that means eating right, getting sleep, exercising or flossing your teeth regularly! Try to get on a good sleep and exercise schedule early, because it will definitely help relieve stress. - Pack your lunch. Woody's lines are always long (no matter how early you think you can eat lunch). - Bottom line: BALANCE! 79

80 - Know when to ask for help. If you're ever in a funk and need someone to talk to, go talk! Whether it's a peer mentor, a 2nd year, a PCM facilitator, etc. you'll feel much better. The Office of Student Health is also there to help you. They are great. Don't be bashful. Things get harder. Address issues now! - When you are feeling down and disillusioned remember this: many classes of medical students have gone through the same rigor that you are going through and guess what they made it out successfully! (You can too!) Academics - Know what you want. Some people study 12 hours a day, some barely study an hour. Doesn't matter which group you fall into as long as you're where you want to be. - TRIAL AND ERROR! You have to adjust your study habits depending on the course and your time. Don t try to imitate someone else. Try out different things to figure out what works best for YOU. And don t compare yourself to other people. Everyone studies and learns differently. - Stick to a schedule. Try making yourself a daily and weekly schedule, especially the weeks before exams and try to stick to it. Managing your time is key! - Be smart with your time. If you choose not to go to class, use that time to review what you could have learned or focus on that subject. This helps you maintain a schedule. - Try studying with other classmates before an exam to make sure you know what your strengths and weaknesses are. Try to find a good study group and meet weekly, if that s your style. - Quality over quantity. Resist the urge to put in hours just for the sake of putting in hours. If you have read the page 10 times and don't remember anything, stop, take a break, try again later. Resist the fear that comes along with hearing how much everyone else is studying. Trust yourself. - Do not fall behind. Stay on top of your work weekly and make study schedules for exams to help ease the stress. After exams, it's hard to regroup and keep up with the material that follows. Plan relaxation time, and then get back on track! It's hard to catch up when you're behind. If you do fall behind, focus on the current material and leave catching-up for the weekends. - Try to study for the big picture first, and then get into the little details. It helps keep everything in perspective and makes it much easier to learn (and remember) the material. - Don t overdo it. The key is to read as little as possible and still master the material. Don t do everything; use one or two sources well. - Keep things in perspective. It s really not as bad everyone tries to make it sound... keep things in perspective and keep a sense of humor... work together and help each other... your classmates are one of the best resources. - Anything said in class is fair game in addition to the notes for exams so try to go to the first lecture of each lecturer in order to learn their style. - Don t be afraid to ask for help. Don't be afraid to go to the Deans of Student Affairs, Cognitive Skills, or M2s with problems or advice. They re very accessible and are more than willing to help! - Do practice questions! Start practice questions right from the start even if you haven't finished reviewing all the material. It s helpful to make sure you re learning 80

81 the information correctly and are focusing on the right topics. - Be an active learner. Outlining is a good start to learning material but you'll remember better if you make charts, concept maps, figures, etc. Anything that forces you to integrate and apply the information will be more helpful than passive learning. - Know that you can speed up downloaded lectures with VLC Media Player and itunes. - There are no easily accessible outlets in the MLH make sure all your electronics are charged the night before. - Excused absences--you just need to know when and how to get them. See page 183. Topic-Related Advice for First Years Biomedical Sciences - Make flowcharts of pathways. - Lippincott s is a great resource, if you like learning from textbooks. Use the summary at the end to get the big picture. - The professors ebooks are very useful. - If you weren t a science major, try studying with students who were. Even if you were a science major, don t take it easy. You need to know more specific details than in your undergrad courses. - Make sure to go over Dr. Abali s lecture questions! Foundations of Medicine: Structure and Function Histology - Use the online program Histology ImageReview. It is AMAZING! The version of this program on the computers in the Cyber Café contains quiz questions, so utilize those questions when preparing for exams. - The text and images of Histology ImageReview, as well as Basic Histology by Junqueira et al., can be found in the Access/Medicine database. ( x1.html) - Be sure to use the old black book from the ARC for electron micrographs, which tend to show up on exams! (Porter, Keith R. and Mary A. Bonneville, Fine Structure of Cells and Tissues, 4th ed., 1973, Lea and Febiger.) Anatomy - DO NOT GET BEHIND!!! - There is so much to learn, so make sure you start memorizing early. It may be helpful to learn in stages first get the overall picture and then learn the details. It is easier to remember muscles, arteries, etc. when you know what they do and where they are. - Don t rush to get out of lab. Being thorough will be very important come exam time. It is not enough to learn the structures from your textbooks only identify them on the bodies during lab! - Read the lab and relevant lectures ahead of time and come prepared. If you don t prepare, you will end up spending much more wasted time in lab and become very exhausted. - Take the practice practical the night before the exam: spend an hour or two looking at a few different bodies and you will be fine. - Practicals can be unnerving, but make sure to focus on the written exam! This should go without saying, but practice tests are key! Make sure to go over how different anatomical structures relate to each other. 81

82 - Atlases are invaluable. There are a few different authors Netter provides more of a complete picture, while Grant breaks everything down into stages and provides explanations. Rohen s is also helpful to study for practicals and help with dissection. Make sure you preview all three before you purchase your own. - Supplemental texts: - BRS Anatomy (Board Review Series) - High Yield Anatomy (Lippincott) - High Yield Embryology (Lippincott) - USMLE Road Map Gross Anatomy (Lange) - Netter Flash Cards perfect if you are on the go - Websites (we cannot guarantee the material on the sites, they are simply sites others have found helpful in the past) - University of Michigan the site provides tables, practice quizzes, and lab videos. m1/anatomy2010/html/ - Medical Mnemonics a collection of mnemonics Maintaining Homeostasis Physiology - The most important part of physiology is understanding the big picture. After learning all the specific details, make sure you can go back and see the whole scenario and how everything fits together (try talking this out with a group). Make sure to understand the basics and be able to apply them to clinical cases. This is especially true for Cardiopulm and Renal-Endo-GU, and will also help you come time for the USMLE! - For Cardiopulm and Renal-Endo-GU, be sure to do practice questions that Dr. Zachow recommends (Guyton & Hall and BRS Costanzo). Dr. Zachow s ebooks are also helpful for those who learn from books, and he is great one-on-one if you have questions. - For GI, Lippincott s can be a useful resource for studying pathways. Make use of the study room white boards to draw up the big picture flow-charts for each lecture. Try to connect these charts as the course progresses. And don t forget to focus on the big picture! - Supplemental texts: - Costanzo, Physiology (Elsevier Science): Many students found this text incredibly helpful! - BRS Physiology (also by Costanzo) (Lippincott) - Abelow, Understanding Acid-Base (Lippincott) - West, Respiratory Physiology (Lippincott) Disease & Defense: Microbiology and Immunology - How the Immune System Works by L. Sompayrac is a very useful tool for Immunology. Read it BEFORE getting deep into the Immunology block. - Definitely utilize the practice questions provided on AMP. - Start studying Microbiology early! It is all rote memorization so just grin, bear it, sit down, and do it. Try to make up stories for each microorganism to help you memorize them all. The First Aid book also has very helpful mnemonics. - Make your own study guides/charts of all the microorganisms. If you can, try to make charts that let you see all the pathogens on one page so you can compare them at once. This helps with memorization. - Supplemental texts: - Clinical Microbiology Made Ridiculously Simple: don t be put off by the hokey pictures--they really help! - Microbiology (Lippincott) 82

83 General Advice for Second Years What do you wish you knew coming into second year? - It flies by even quicker than M1. And as awkward as you felt on offsite visits last year, this coming year you will actually become comfortable with interviewing. Learn from your mistakes out in the hospital! People will give you so much leeway, so take it and don't be afraid if you are wrong. - You're going to need to learn another way to study, again. - That from now on everything you learn you have to remember. - Make studying for Step 1 your top priority! - Many people told me that second year would be brutal. In my experience, second year was not very different at all from first year. I enjoyed first year, but I think I enjoyed second year even more. Everyone is different, so just keep an open mind about what your second year experience will be. Life - Relax and enjoy yourselves. It will seem overwhelming at times. Take a deep breath and remember that this is the worst of it. You just need to get through this year in one piece. Give yourself some time to refocus. - Don't give up your passions for school until you begin studying for the boards. Maintain a healthy lifestyle, exercise often and continue doing the things you like to do! - Make sure you do something fun over winter break. Take that break and enjoy it. You won t get a chance later in the year, and then it will be a marathon starting in January to get through the rest of the school year and then boards. - Make time for friends and family they are what will keep you sane. - You can't plan for life, so stay flexible. You will be busier than M1, but you can and should still find time to do the things you love and see the people you care about in your life. - Most importantly, enjoy the year. It's quite literally the most you will EVER know about pathology in a broad sense of clinical presentations. Find a way to make things fun, and remind yourself often (even when you're cramming) that you are doing your best and you are in an enviable position to a lot of other people! Academics M2 Courses - By now you have your own method, stick with it if it works; modify it if it doesn t. - You need to hit the ground running neurology hits you hard and fast. Many students like the Blumenfield book with clinical cases. - Cardiopulm: Lilly s Pathology of Heart Disease is absolutely essential. - Don t blow off class! Know and learn the material in your classes REALLY well so that when you actually start to study for the boards in the spring it becomes a matter of memorizing not understanding. - Everyone studies differently, but if you like to study with other people, test each other with questions. Testing each other is the best method to make sure you re learning, studying the material correctly and making up for the lack of practice questions. Step One - Don't get bogged down! The endgame is the boards! But the key to doing well on the boards is to review things thoroughly throughout the school year. It's by far the most spread out your studying will be. - Focus on really understanding and learning the material, especially pathology and medicine, because those subjects tend to be very interdisciplinary and encompass a lot of material. If you make sure you really understand the process that went wrong to produce disease/condition X, you are 83

84 reinforcing material you learned first year! - Get a copy of First Aid ASAP. Read it and take notes in it is as you go through the year so that you will be familiar with it when you study for the boards. Use the index to choose which review book you want to use for each subject. - Buy Goljan or Pathoma early on and read the corresponding chapters at the beginning of each block. Both are good resources to supplement pathology. Start annotating these from the beginning of the year. - KNOW THE FIRST FEW CHAPTERS OF GOLJAN (Chapters 1-8) LIKE THE BACK OF YOUR HAND! - Do the Robbins Review of Pathology (the Q&A book) for great pathology questions. - Learn all the relevant pathology to a course during that course regardless of whether it s covered in lecture so you don t have to learn anything new during boards studying. - In the past, students have bought the BRS versions of Pathology and Medicine and added notes to the margin as the course proceeded so that at the end, they only needed to study from one source. - Read your clinical pathophysiology notes over and over and over. - Don t let psych sit on the back burner too long. - Use Kaplan or UWorld question banks throughout the year, or at least the start of the second semester. Some students like to start with Kaplan s qbank early on and to save UWorld for hardcore board studying. Doing these questions will not only get you familiar with board-style questions, but will also be your guide as to what the important material is (i.e. will fill in the gaps and focus your studies). - Make sure you allow yourself enough time to get through UWorld. When you start, it s going to take you at least twice as long to review the questions as it did for you to do them, so make sure that you account for that in your study schedule. - Don't let other people's insanity about Step 1 influence you and how you study. At some point, you'll know which people you should just avoid for a bit; they are really worked up over the whole process, and they really want company. - Pick a date, and stick with it. Plan a trip for the next day, or make plans with family or friends that you just can't cancel. By the end, those few days won't add anything, and you'll just wish you had taken it sooner. Pharmacology - Don t overlook the drugs. Going over the drugs provides you with a great opportunity to see if you understand the pathophysiology and why the drug works! - Buy Pharmacology flashcards (i.e. BRS) and study them as you learn the drugs throughout the year. This way you won t be too overwhelmed with pharm for the boards. - For Pharmacology, it helps to make charts as they help organize the material into an understandable manner. Do the old questions that they provide but don t rely on them solely; use them as a study guide to see the main points they emphasize. Other - The more you prepare for PathTalk, the more you ll get out of it. It will be very boring and unhelpful if you didn t do any of the reading (or Pathoma or Goljan). - Go to all of your small groups for path so that you can use your two skips at the end. You ll thank yourself for that break when you really need one. - Really learn how to evaluate lab values. - Pay close attention to the specialty sessions you will have in the fall. - Read that gray book and be very systematic when you do your physical exam. A good way to study is to ask yourself: what techniques will I do on the patient s back? List them in your mind and visualize yourself doing them. Then look at the book and see if you missed any tests. 84

85 Things to Do in Piscataway, New Brunswick, and Beyond PISCATAWAY: Petting Zoo and Johnson Park (River Rd. and Rose Dr.): has picnic groves, lit tennis courts, baseball/softball fields, soccer fields, playgrounds, animal haven, ponds, and bike/walkway. Trail running at Rutgers ecological preserve or running along the canal by the Raritan River (can be accessed from Johnson Park) Stelton Lanes Bowling (1, 1665 Stelton Rd, ) Restaurants: o Chand Palace $ (1296 Centennial Ave, ) o Gerlanda s Pizza* $ (604 Bartholomew Road, ) o Midori Sushi* $$ (1392 Centennial Ave, ) o Four Seasons Thai Cuisine $$ (1353 Stelton Road, ) o Al dente Ristorante $$ (1665 Stelton Road, ) NEW BRUNSWICK: Karaoke at Golden Rail on Wednesdays (66 Easton Ave, ) Stress Factory Comedy Club (90 Church Street, , Zimmerli Art Museum (71 Hamilton Street, Rutgers College Avenue Campus, free with Rutgers ID, George Street Playhouse (9 Livingston Avenue, ) State Theatre (15 Livingston Avenue, ) Rutgers Gardens (112 Ryders Ln, ) Buccleuch Park (321 Easton Ave, ): Offers gardens, a 1.5 mile trail, and a mansion. Also has ball fields and ice skating in the winter. Restaurants: o PJ s Grill & Pizza* $ (166 Easton Ave, ) o Noodle Gourmet* $ (43 Easton Ave, ) o Mamoun s Falafel Restaurant $ (58 Easton Ave, ) o Stuff Yer Face $ (49 Easton Ave, ) o Kati Roll & Platters* $$ (56 Easton Ave, ) o Hansel & Griddle* $$ (53 Mine Street, ) o On the Border $$ (51 U.S. 1, ) o Tula Restaurant & Lounge $$ (47 Easton Ave, ) o Makeda Ethiopian Restaurant $$$ (338 George Street, ) o The Frog & The Peach $$$ (29 Dennis Street, ) o Due Mari $$$ (78 Albany Street, ) o Steakhouse 85 $$$ (85 Church Street, ) o Daryl Wine Bar & Restaurant $$$ (302 George Street, ) o Catherine Lombardi $$$ (3 Livingston Ave, ) o Stage Left $$$$ (5 Livingston Ave, ) 85

86 Beyond: Friday farmers market (212 Raritan Ave, Highland Park; June-November 11am-5pm) Colonial Park (156 Mettlers Road, Franklin): Grounds include a beautiful rose garden and 144-acre arboretum. Also has picnic tables, lit tennis courts, fishing, paddle boats, playgrounds, putting course, and horseback riding! Princeton Art Museum (Princeton University Campus, free, Apple picking in the fall at Terhune Orchards (330 Cold Soil Road, Princeton, AMC Dine-In Theatres Menlo Park 12 (55 Parsonage, Edison) or Bridgewater 7 (400 Commons Way #380, Bridgewater) Rebounderz Indoor Trampoline Arena (76 Carter Drive, Edison) Grounds for Sculpture (18 Fairgrounds Road, Hamilton Township, NJ 08619) Jersey Shore (Some really nice beaches are only an hour away: Long Beach Island, Pier Village in Long Branch, Point Pleasant, Sandy Hook, Belmar, Asbury Park, Ocean Grove, and Cape May to name a few) Six Flags Great Adventure (1 Six Flags Blvd Jackson, ) NJ State Parks for hiking o Wawayanda State Park (885 Warwick Turnpike Hewitt): take Wawayanda Mountain to Pinwheel Vista for great views of the Ramapo Mountains o Palisades Interstate Park (Bergen County): take Giant Stairs/Long Path Loop from State Line Lookout for a challenging hike across giant boulders o Allaire State Park (4265 Atlantic Ave, Wall Township): old, restored industrial town from the early 1800s o Paterson Great Falls National Historic Park (McBride Ave Extension, Paterson) o New Jersey Pinelands (15 Springfield Rd, Pemberton Township) o See for ideas. Tubing along the Delaware River Adventure Aquarium (1 Riverside Dr, Camden, ) Liberty Science Center (222 Jersey City Blvd, Jersey City) Hoboken NYC (Just an hour away by train or car. ProTip: If you re going with more than one other person, it may be cheaper to drive. See if you can find a good rate on Philly Longwood Gardens (1001 Longwood Rd, Kennett Square, PA, ) Restaurants: o Tastee Sub Shop $ (267 Plainfield Ave, Edison, ) o Sultan Wok* $ (517 Raritan Ave, Highland Park, ) o Pad Thai $$ (217 Raritan Ave, Highland Park, ) o Midori Sushi $$ (237 Raritan Ave, Highland Park, ) o Pithari Taverna $$ (28 Woodbridge Ave, Highland Park, ) o Dish Cafe $$ (327 Raritan Ave, Highland Park, ) o Tete Peruvian Restaurant $$ (304 Raritan Ave, Highland Park, ) o Thai Kitchen II $ (327 U.S. 202, Bridgewater, ) o Rai Rai Ramen $$ (1980 New Jersey 27, Franklin Township, ) o Skylark Diner $$ (17 Wooding Ave, Edison, ) *Restaurant delivers to school 86

87 REALLY Beyond (AKA Good Weekend Trips): Atlantic City DC Ocean City/Cape May Hershey, PA/PA Dutch Country Hudson River Valley, NY (Culinary Institute of America) Boston Catskills Hudson River Valley, NY (natural beauty, B&Bs, and the Culinary Institute of America) Pocono Mountains in Pennsylvania 87

88 Transportation Rail Amtrak (800) New Jersey Transit Edison: Plainfield Ave., 1 mile west of Rt. 27 New Brunswick: Intersection of Easton Ave. and Route 27 (800) The train into New York City takes just under an hour. Trains leave at least once an hour, often more frequently. The latest schedules are available in the stations. Parking is often easier in Edison, plus you save a little more by taking the train from a stop closer to New York. NJ Transit buses provide both local service as well as service to Newark or New York. Air Newark Liberty International Airport (973) Bus Greyhound (800) Peter Pan Buses (800) Rutgers University Buses (732) parktran.rutgers.edu Rutgers five campus buses are connected by a bus service. Bus schedules may be obtained from the Busch Student Center or accessed on-line. Suburban Transit/Coach USA 750 Somerset Street New Brunswick, NJ (800) Fax: (732) (charter service) Fax: (732) (commuter service) Suburban transit provides local bus service within Central New Jersey as well as to New York City and Atlantic City. Taxi Victory Cabs (732) All Brunswick Taxi (732) Yellow Cabs (732) Township Taxi (732) Car For information regarding the Route 18 Expansion Project, check out: /roads/route18 88

89 Fitness Facilities (Rutgers) Website: recreation.rutgers.edu Robert Wood Johnson Medical School students can become members at a discounted annual rate of $165. Membership includes all of the facilities in the New Brunswick/Piscataway area listed below. For an additional fee, access to the facilities at Cook/Douglass in New Brunswick can be added to the membership card. Students will receive a parking permit in the mail after purchasing membership. If necessary, students may contact Rutgers Office of Parking and Transportation Services at 26 Mine Street (off College Ave) in New Brunswick between 8:30 AM and 4:00 PM Monday through Friday. This office can be reached at (732) or parktran.rutgers.edu. Rutgers Recreation operates 7 indoor facilities on the College Avenue and Busch campuses. They include two large recreation centers, a tennis facility, a free-standing fitness center, a rock climbing gym (College Ave. Gym), and a golf practice center. In addition, the department manages two parks and an outdoor challenge course. The centers are open year-round, though hours vary. Schedules listing the hours of operation for the coming week are available at the check-in desks each Friday. To gain access to the facilities, you must present a valid Rutgers ID and Rutgers Recreation membership card at the entrance. Students may bring guests by purchasing a guest pass at the door. Note: A Fit Check Sticker applied to your membership card (for no additional fee) must be obtained in order to use the aerobic machines at any Rutgers Gym. A brief health and fitness self-evaluation is required to obtain a fit check card. Please stop by the front check-in desk at Sonny Werblin to set up a Fit Check appointment. Fit Checks are good for 3 years. For weekly gym hours of all gyms available, go to: Then select the pulldown menus to select a facility of interest. Sonny Werblin Recreation Center (Corner of Frelinghuysen and Bartholomew Roads) 656 Bartholomew Road, Piscataway, NJ Phone: (administration) Phone: (front desk) The 150,000-square-foot fitness center at Werblin is a bright inviting space where hundreds come each day to use the rowing machines, stationary bikes, treadmills, Stairmasters, selectorized equipment, Nordic Tracks, and free weights. Full fitness center Racquetball courts Squash courts Indoor golf practice range Basketball courts Indoor and outdoor volleyball courts Olympic-sized pool Two patio pools Recreational classes Locker rooms Steam rooms Picnic area Pro Shop Directions: From Robert Wood Johnson Medical School Parking Lot C, make left onto Old Hoes Lane. Make first left onto Frelinghuysen Road. Continue going straight until traffic circle. Bear left onto Bartholomew Road (third exit). Continue going straight until you reach a 4-way stop at the end of the block. Take a left and park to the far left. Rutgers Fitness Center- "Easton Ave. Gym" (Corner of Easton Avenue and Somerset Street) 30 Easton Ave, New Brunswick, NJ Phone: (732) (front desk) Rutgers Fitness at University Center on Easton Avenue is a modern gym with two floors of weight and aerobic equipment. It has a full line of selectorized weight equipment, free weights, stationary bikes, treadmills, Arc Trainers, Stairmasters, rowing machines, and Nordic Tracks. It also has a lounge, locker rooms, and cable service to make your workout pleasant. Directions: From Robert Wood Johnson Medical School Parking Lot C, make a left onto Old Hoes Lane. At the traffic light, make a left onto River Road. Continue going straight on River Road. Bear right onto Route 18. You will cross the Raritan River on the John Lynch Memorial Bridge. Stay in the right lane and take the first exit, which is marked George Street-Rutgers University, Route 27. At the traffic light at the top of the exit ramp, turn right onto Huntington Street. (You will know you are on Huntington Street when you see the Rutgers Police Department on the right-hand side.) Then turn left at the first traffic light onto College Avenue. Go straight all the way down College Ave. until you can t go any further. Make a right onto Somerset Street. Go past the first traffic light. The Easton Ave. University Center is the tall building on your left and near the corner. 89

90 College Avenue Gym 130 College Ave, New Brunswick, NJ Phone: (administration) Phone: (front desk) The fitness center, located on the lower level of the College Avenue Gym, is for everyone yet it truly accommodates the serious lifter who requires heavy weights and extensive equipment. It has a full line of free weight equipment, including dumbbells weighing up to 160 lbs. you will also find Cybex VR2 and Hammer Strength equipment. This center accommodates the cardio enthusiast with Quintin treadmills, Precors, Stairmasters, Lifecycles, and rowing machines. Treadmill and Precor reservations are available. Rock gym Laserobics Two newly renovated basketball courts Fitness center Two pools Dance studio Volleyball courts Directions: From Robert Wood Johnson Medical School Parking Lot C, make left onto Old Hoes Lane. At the traffic light, make left onto River Road. Continue going straight on River Road. Bear right onto Route 18. You will cross the Raritan River on the John Lynch Memorial Bridge. Stay in the right lane and take the first exit, which is marked George Street-Rutgers University, Route 27. At the traffic light at the top of the exit ramp, turn right onto Huntington Street. (You will know you are on Huntington Street when you see the Rutgers Police Department on the right-hand side.) Then turn left at the first traffic light onto College Avenue. Go straight a little ways. The College Ave. Gym will be on your right, next to the Rutgers College Student Center. Livingston Fitness Center 62 Road 3, Piscataway, NJ Phone: The newly renovated fitness center at the Livingston Recreation Center features select resistance equipment (Nautilus and Free Motion machines), free weights, and high-end cardio equipment. The Livingston facility also has indoor and outdoor basketball courts, outdoor tennis courts, and beach volleyball. Livingston also has a gymnastic facility, which students may use through the adult gymnastics classes. Directions: From Robert Wood Johnson Medical School Parking Lot C, make left onto Old Hoes Lane. Make a right onto Hoes Lane and take the first exit marked Metlars Lane, Rutgers RAC, Livingston Campus. Make a left onto Avenue E before the light. Take Avenue E to the end and make a left onto Road 3. The Livingston Recreation Center will be on the right hand side; it has a large blue roof. Busch Tennis Center Bevier Road, Piscataway, NJ Phone: Dedicated exclusively to tennis. The tennis bubble is located behind the BAMM residence halls on Bevier Road. The three tennis courts provide the tennis enthusiast with an opportunity to play rain or shine. Programs at the tennis center include open recreation, classes, and intramurals. Programs for the public are also available-call for details. The Tennis Center is generally open from 4 PM to 11 PM weekdays and Noon to 9 PM Sundays. However, be sure to call (732) ahead of time or check the weekly schedule because hours may vary or special events may be taking place. Directions: From Robert Wood Johnson Medical School Parking Lot C, make left onto Old Hoes Lane. Make first left onto Frelinghuysen Road. (It is at an unusual angle.) Continue going straight until the traffic circle. Bear left onto Bartholomew Road. You will see the Werblin Rec Center on your left. Continue going straight until you reach a 4- way stop. Go straight. Make first right onto Bevier Road. The Busch Tennis Center will be on your left towards the end of Bevier. 90

91 Administration ADMINISTRATION CONTACTS 92 RUTGERS BIOMEDICAL AND HEALTH SCIENCES ADMINISTRATION 92 ROBERT WOOD JOHNSON MEDICAL SCHOOL ADMINISTRATION 92 DEPARTMENT CHAIRS AND INSTITUTE DIRECTORS 96 ADMINISTRATIVE OFFICES 96 OFFICE OF ADMISSIONS 96 OFFICE OF ALUMNI AFFAIRS 96 CASHIER'S OFFICE 97 OFFICE OF THE CHIEF FINANCE AND OPERATING OFFICER 97 OFFICE OF COMMUNICATION & PUBLIC AFFAIRS 98 OFFICE OF COMMUNITY HEALTH 99 OFFICE OF THE DEAN OF ROBERT WOOD JOHNSON MEDICAL SCHOOL 99 OFFICE OF EDUCATION 100 OFFICE OF STUDENT FINANCIAL AID 101 OFFICE OF GLOBAL HEALTH 101 OFFICE OF INFORMATION TECHNOLOGY 102 OFFICE OF MULTICULTURAL AFFAIRS AND SPECIAL ACADEMIC PROGRAMS 103 OFFICE OF RESEARCH AND SPONSORED PROGRAMS 104 OFFICE OF THE REGISTRAR 104 OFFICE OF STUDENT AFFAIRS 105 KESSLER TEACHING LABORATORIES OFFICE/STOCKROOM

92 Administration Contacts Rutgers Biomedical and Health Sciences (RBHS) Administration Position Name Contact Location Interim Chancellor Rutgers Biomedical and Health Sciences Christopher J. Molloy Phone: (848) or (848) Fax: (732) For a current and complete list of members of the RBHS administration, please visit Robert Wood Johnson Medical School Administration Old Queens Room 207B Position Name Contact Location Dean Peter S. Amenta, MD, PhD amenta@rwjms.rutgers.edu Phone: (732) Fax: (732) New Brunswick CAB 1400 Executive Director of Strategic Initiatives and Administration Chief Operating and Financial Officer Rhonda M. McCathern, PhD Alice Lustig mccathrm@rwjms.rutgers.edu Phone: (732) Fax: (732) lustigac@rwjms.rutgers.edu Phone: (732) New Brunswick CAB 1400 Piscataway R-115 For a current and complete list of members of the Robert Wood Johnson Medical School administration, please visit 92

93 Education Position Name Contact Location Interim Senior Associate Dean for Education; Associate Dean for Admissions Carol A. Terregino, MD Phone: (732) Piscataway TC-116 Associate Dean for Graduate Medical Education Michael Kelly, MD Phone: (732) New Brunswick MEB 587 Assistant Dean for Education Archana Pradhan, MD, MPH edu Phone: (732) New Brunswick CAB 2155 Assistant Dean for Educational Programs Norma S. Saks, EdD Phone: (732) Fax: (732) Piscataway V-01 Chair of Curriculum Committee Siobhan Corbett, MD Phone: (732) Fax: (732) New Brunswick CAB 7322 Registrar Daniel J. Ostin Phone: (732) Fax: (732) Piscataway TC-111 Student Affairs Position Name Contact Location Assistant Dean for Sonia Garcia Student Affairs Laumbach, MD Phone: (732) Fax: (732) Phone: (732) (NB) Fax: (732) (NB) Piscataway TC-113, New Brunswick MEB 246 Assistant Dean for Student Affairs Daniel Mehan, Jr., PhD Phone: (732) Fax: (732) (732) (NB) Piscataway TC-113, New Brunswick MEB

94 Research Position Name Contact Location Interim Senior Associate Dean for Research Terri G. Kinzy, PhD Phone: (732) Fax: (732) Piscataway R-709 Associate Dean for Research Celine Gelinas, PhD Phone: Fax: Piscataway R-109 Associate Dean for Cardiovascular Research Director of the Cardiovascular Institute of New Jersey John Kostis, MD Phone: (732) Fax: (732) New Brunswick CAB 5200 Assistant Dean for Medical Scientist Training James H. Millonig, PhD Phone: (732) Fax: (732) Piscataway CABM 238 Graduate School of Biomedical Sciences Position Name Contact Location Senior Associate Dean for Rutgers Graduate School of Biomedical Sciences Terri G. Kinzy, PhD Phone: (732) Fax: (732) Piscataway R-102 Director of Graduate Academic and Student Affairs Janet Alder, PhD Phone: (732) Fax: (732) Piscataway/Research Building Room 357A Director of MD/PhD Program James H. Millonig, PhD Phone: (732) Fax: (732) Piscataway CABM 238 Director of Graduate Academic and Student Affairs Smita Thakker- Varia, PhD Phone: (732) Fax: (732) Piscataway R

95 Patient Care Position Name Contact Location Senior Associate Dean Anthony Scardella, for Clinical Affairs MD Phone: (732) Fax: (732) New Brunswick CAB 1400 Director of Practice Operations Sharon A. Holswade, MBA RWJ Medical Group Phone: (732) Fax: (732) New Brunswick CAB 1408 Medical Director of Clinical Information Systems Frank A. Sonnenberg, MD RWJ Medical Group Phone: (732) Fax: (732) New Brunswick CAB 5100A Associate Dean for Women's Health Gloria A. Bachmann, MD Phone: (732) Fax: (732) New Brunswick CAB 2104 Associate Dean for Oncology Programs Robert DiPaola, MD Phone: (732) Fax: (732) New Brunswick CINJ 2002 Associate Dean for Robert Wood Johnson Medical School at Jersey Shore University Medical Center David S. Kountz, MD Phone: (732) Fax: (732) Jersey Shore University Medical Center 1935 State Route 33, Neptune, NJ Community Health Position Name Contact Location Senior Associate Dean for Community Health Eric G. Jahn, MD Phone: (732) Fax: (732) New Brunswick CAB 1405 Associate Dean for Global Health Javier I. Escobar, MD Phone: (732) New Brunswick CAB

96 Department Chairs, Institute Directors, and Faculty A full listing of Robert Wood Johnson Medical School faculty members can be found on individual department websites, which are accessible at Administration Offices Office of Admissions Piscataway TC-115 (732) or 4577 Fax: (732) Carol Terregino, MD, Associate Dean for Admissions (terregca@rwjms.rutgers.edu) Meryle Kramer, Admissions Officer (kramermr@rwjms.rutgers.edu) Marilyn Wagenseller, Administrative Analyst (wagensma@rwjms.rutgers.edu) Catherine Porter, Administrative Analyst (killimca@rwjms.rutgers.edu) The Admissions Office believes that students play an important role in attracting high quality applicants to Robert Wood Johnson Medical School. Students can lend a hand by participating in the Student Admissions Representative Program in which current students provide tours and information for prospective students. Please contact the Admissions Office if you would like to participate. Office of Alumni Affairs Liberty Plaza, 335 George Street, Suite 2300, New Brunswick NJ (732) Fax: (732) Roberta Ribner, Coordinator, Alumni Affairs (ribnerrs@rwjms.rutgers.edu) Andrew Stefaniwsky, MD '77, President, Alumni Association The Office of Alumni Affairs coordinates the activities of the Rutgers Robert Wood Johnson Medical School Alumni Association. The Alumni Association sponsors Career Night each January. It also sponsors an Alumni Breakfast during Orientation and Alumni/Student Happy Hours. The association presents the following class gifts to students: coffee mugs and pens during Orientation, a reference text to the third-year class at the Student Clinician Ceremony, commemorative champagne glasses on Match Day and special alumni mugs at Convocation. 96

97 The Alumni Association contributed $130,000 in scholarships and loans for Robert Wood Johnson Medical School students during the academic year. The association also provides financial support for the HIPHOP 5K Fun Run/Walk. The Alumni Association invites all students to join the Robert Wood Johnson Medical School Alumni Association on Facebook. Cashier's Office Piscataway V-02 Phone: (732) Fax: (732) Andrea Acevedo, Business Office Supervisor, (732) Deborah Munford, Head Cashier II Piscataway The cashier functions to distribute loan and refund checks and collect fees and tuition. Directions: Go through the long hallway towards the Research Tower. Keep going past the elevators. Go through glass doors that lead to the ATM machines. Go down the stairwell. Go all the way down the long corridor. The Cashier s Office is the second to last room on your right. Office of the Chief Finance and Operating Officer Piscataway R-115 New Brunswick CAB 1030C Phone: (732) (Piscataway) or (732) (New Brunswick) Fax: (732) (Piscataway) or (732) (New Brunswick) Alice Lustig, Chief Finance and Operating Officer (lustigac@rwjms.rutgers.edu) Robert Prodoehl, Executive Director of Operations and Administration (prodoerj@rwjms.rutgers.edu) The Office of the Chief Finance and Operating Officer has overall responsibility for finance, operations, and planning at the medical school, including financial affairs, facilities and space management, capital planning, communication, public affairs, information technology, compliance and emergency preparedness. In addition, specifically for students, the office supports the following: information technology, academic resource center, teaching labs, space and physical environment, and security. 97

98 Office of Communication & Public Affairs 335 George Street, Liberty Plaza, Suite 2300, New Brunswick Phone: (732) Fax: (732) Patricia M. Hansen, MA, Director, Communication & Public Affairs Jeannette Evans, Marketing Information Assistant Jennifer Forbes, Manager, Public Relations William Hamilton, III, Manager, Multi Media and A/V Services Beth-Ann Kerber, Manager, Marketing Marie Kleeman, Resource Coordinator Roberta Ribner, Coordinator, Alumni Affairs Through strategic communication initiatives the Office of Communication & Public Affairs at Robert Wood Johnson Medical School is responsible for promoting the missions of the school, promoting the academic, clinical and scientific achievements of its faculty, students and staff, and ensuring the Robert Wood Johnson Medical School brand is properly represented. The department supports broad communication and strategic marketing initiatives of the school, as well as individualized program promotion. In addition, the department collaborates with the Office of Education in the planning of special events: White Coat Ceremony, Match Day, Graduation Awards Banquet, Convocation, and student publications including the Yearbook and Handbook. Information submitted to the department may be promoted through the school s digital and print publications, which include news releases, other media promotion, and school newsletters such as From the Dean s Desk, News and Views, and Robert Wood Johnson Medicine magazine. Announcements are also posted to the school s social media outlets including Facebook, Twitter, Pinterest and Youtube. The school and its alumni association also are represented on LinkedIn. - To submit your event or announcement for consideration for a news release or for inclusion in school and university publications, please jenn.forbes@rwjms.rutgers.edu - To read the latest news about Robert Wood Johnson Medical School visit: rwjms.rutgers.edu - School events are listed at: rwjms.rutgers.edu/news_publications/news_events/index.html - Join us online: - facebook.com/rwjmedicalschool twitter.com/rwjms - pinterest.com/rwjmedschool/ youtube.com/rwjms - Search for Robert Wood Johnson Medical School on LinkedIn too! 98

99 Office of Community Health Clinical Academic Building, Suite 1400, New Brunswick Phone: (732) Fax: (732) Eric Jahn, MD, Senior Associate Dean for Community Health Susan Giordano, HIPHOP Program Coordinator Dorothy Hatcher, Principal Management Assistant Robert Wood Johnson Medical School has a clearly stated commitment to community service and the improvement of community health as one of the four core missions of the school. The Office of Community Health has responsibility for the development, implementation and oversight of many of the school's community health initiatives. The most prominent community health activity is the Eric B. Chandler Health Center, a federally qualified community health center that is operated by the medical school in collaboration with the Eric B. Chandler Community Board Inc. The center provides care to more than 13,000 patients who generate approximately 60,000 encounters per year. The health center is also a site for the community interpreter project. The Healthier New Brunswick Initiative (HNBI) ( ) is an ongoing collaborative effort of Robert Wood Johnson Medical School, New Brunswick Tomorrow, the City of New Brunswick and many other community-based partners. This community initiative seeks to develop and implement projects that will help to insure a nurturing, safe and healthy environment within the city as a whole. Medical students at Robert Wood Johnson Medical School engage in a variety of community health activities including the Homeless and Indigent Population Health Outreach Project (HIPHOP) and the Promise Clinic in New Brunswick. Many of the institutes, centers and departments throughout the medical school support the school s commitment to community health and are deeply involved in community health activities. Office of the Dean CAB 1400 or R-132 Phone: (732) Fax: (732) Peter S. Amenta, MD, PhD, Dean (amenta@rwjms.rutgers.edu) Rhonda M. McCathern, PhD, Executive Director of Strategic Initiatives and Administration (mccathrm@rwjms.rutgers.edu) Peter S. Amenta, MD, PhD, dean and professor of pathology and laboratory medicine, became the seventh dean of Robert Wood Johnson Medical School in He joined the faculty at the medical school in 1989 and became chair of the Department of Pathology and Laboratory Medicine in During his tenure as chair, the department doubled in size and expanded its clinical, research and educational programs. Dr. Amenta began serving as interim dean in

100 During that time, partnerships with affiliate hospitals were strengthened, the model for a regional campus was redefined, an electronic medical record system was implemented for the Robert Wood Johnson Medical Group (the medical school s multi-specialty faculty group practice), the curriculum and basic science departments were restructured and the children s campus developed a strong academic presence. Dr. Amenta is the author or co-author of more than 150 scholarly articles, abstracts and book chapters. He has served as the residency program director and chief of pathology at Robert Wood Johnson University Hospital, as well as chair of the Performance Improvement Committee at the hospital and senior vice president, medical affairs and chief of staff. He was the founding director of The Cancer Institute of New Jersey s Immunohistochemistry Shared Resource. Dr. Amenta was elected to the Board of Trustees of the Joslin Diabetes Center, affiliated with Harvard Medical School. Office of Education Piscataway TC Carol A. Terregino, MD, Interim Senior Associate Dean for Education (terregca@rwjms.rutgers.edu) Archana Pradhan, MD, MPH, Assistant Dean for Education (pradhaar@rwjms.rutgers.edu) Norma S. Saks, EdD, Assistant Dean for Educational Programs (saks@rwjms.rutgers.edu) Siobhan Corbett, MD, Chair of Curriculum Committee (corbetsi@rwjms.rutgers.edu) Rob Zachow, PhD, NBME Exam Chief Proctor, M1 Course Director (zachowrj@rwjms.rutgers.edu) Margarita Contessa, M1 Coordinator (contesmm@rwjms.rutgers.edu) Eleanor Lauber, M2 Coordinator (lauberem@rwjms.rutgers.edu) Laura Mujia, Office of Education Administrator (mujialz@rwjms.rutgers.edu) Margaret Lyons, Clinical Skills Center Administrator (lyonsme@rwjms.rutgers.edu) Claire Swinson, Patient Centered Medicine Administrator (swinsocj@rwjms.rutgers.edu) The Office of Education works closely with the Curriculum Committee and its subcommittees. Members of the Student Curriculum Committee have monthly meetings in the Office of Education to discuss issues of concern to students involving the current curriculum and to propose changes to courses, clerkships, electives and scheduling. The office works with students and faculty to enhance courses and to evaluate the academic program. 100

101 Office of Faculty Development Piscataway, Research tower R115 Phone: (732) Fax: (732) David Swee, MD, Associate Dean for Faculty Affairs and Development Robert Wood Johnson Medical School recognizes the importance of supporting and facilitating faculty members professional engagement in education, scholarship, patient care, and both academic and community service. In an effort to recognize and support faculty in their multiple roles, the Office of Faculty Development provides programs, services, and resources, which enhance professional development of faculty and executive level staff throughout their careers. Office of Student Financial Aid Piscataway TC-103 Phone: (732) Fax: (732) Marshall C. Anthony, Director of Financial Aid Piscataway Campus Robert Macauley, Assistant Director of Financial Aid Shari Cunningham, Assistant Director of Financial Aid Mariana Evanouskas, Staff Assistant/Work-Study Coordinator The Office of Financial Aid provides counseling and assistance in applying for federal, state and institutional financial aid programs. Information on debt management, budget planning and loan repayment is also available to students during the academic year. The Office of Financial Aid offers information on scholarship searches, office policies, and procedures and access to online student loan information. Office of Global Health CAB Suite 7038 Phone: (732) Fax: (732) Javier Escobar, MD, Associate Dean for Global Health Issa P. Bagayogo, MD, PhD, Post-doctoral Fellow Christina Rozario, Secretary Acknowledging that we are in a global age and that international collaborations are essential to medical education, the Office of Global Health at Robert Wood Johnson Medical School was 101

102 created to stimulate the interest of our students and faculty in this area. The response has been wonderful, and each year more than 50 of our medical students travel to another country for a practical experience in Global Health. Typically, students go abroad either during the summer after completing their first year of medical school (summer fellowship in global health) or during the early spring of third or fourth years (global health elective). The major goals of these global health experiences are: To enhance medical students awareness on global issues related to health To encourage medical students to immerse themselves in the culture and health system of other countries To stimulate students to learn other languages relevant to their future clinical experiences With this in mind, we send groups of medical students to different sites around the world for periods of 4-6 weeks to experience other cultures and health care systems. Our integration with Rutgers University will further strengthen the program through close collaboration with the Center for Global Advancement and International Affairs as well as faculty involved in international studies. The office will meet individually with students and, based on their interest, we will recommend sites we know well and with whom we have ongoing educational or research collaborations. Office of Information Technology Piscataway Rooms 24 and 27 (North Basement of the Kessler Building), N-207 (Academic Resource Center [ARC]; at scheduled times) Rhonda McCathern, Executive Director of Strategic Initiatives and Administration (mccathrm@rwjms.rutgers.edu) Keith Wheeler, Manager, Technical Support (wheeleke@rwjms.rutgers.edu) Lucy Mashas, Assistant Director (mashaslu@rwjms.rutgers.edu) Technical support is provided for students and faculty on the Robert Wood Johnson Medical School Piscataway Campus through appointments or by going to NB-24 (between 8:30 am and 5:00 pm) and/or the ARC (M F: 8:00 am 10 am, 12 noon 1 pm). You can schedule an appointment with one of our technical support personnel by ing RWJPISCHELP@rwjms.rutgers.edu (Piscataway Campus) or RWJNBHELP@rwjms.rutgers.edu (New Brunswick Campus). Wireless Access: Wireless connection to your laptop can be setup after you have registered for wireless access. We try to provision student wireless accounts prior to the beginning of the year. MS Office Suite: Robert Wood Johnson Medical School OIT has a site license for Microsoft Office that is available to Robert Wood Johnson Medical School students. You can schedule a time to bring in your PC or Mac to have Office installed. Symantec Antivirus: Robert Wood Johnson Medical School OIT has a site license for Symantec Antivirus that is available to Robert Wood Johnson Medical School students. You can schedule a time to bring in your computer to have Symantec Antivirus installed. Audience Response Systems: Robert Wood Johnson Medical School OIT will facilitate the 102

103 distribution of Audience Response Systems during the mobility configuration at the beginning of each year. Mobility: As part of an ongoing effort to take advantage of the latest IT resources, OIT offers a series of resources available through Apple iphones, ipod Touch and/or ipads. For more information regarding the mobility initiative go to Academic Management Platform (AMP): The academic management platform (AMP) was developed at Robert Wood Johnson Medical School and is designed to support the specific needs of a medical school curriculum. All incoming students will have access to their blocks via AMP and be able to view all lecture materials and block resources. Should there be any issues or concerns, please contact Katherine Macqueen (macqueen@rwjms.rutgers.edu) for assistance. OIT Policies Technical Support Policies: Each student is entitled to one application license for MS Office and Symantec. In the event that you acquire a new computer to replace an existing computer you will be required to bring the old computer in for a tech to uninstall the original copy of MS Office or Symantec before the new installation is performed. Robert Wood Johnson Medical School OIT is committed to meeting all software licensing agreements and will record the licenses installed on any computer. Records will be kept for each student who has received a license and the computer ID for the computer using that license. Computer Resources Policies: OIT supports technologies for various aspects of the education mission. From time to time, resources are made available for presentations, programs, podcasts and more. Provisioning of these resources is made available to support the needs of the student body and not for individual students. Under no circumstance will loaners be provided for computers or other devices that are listed as required items for incoming or existing students. This policy will be strictly enforced. Office of Multicultural Affairs and Special Academic Programs Piscataway C-223 Phone: (732) Fax: (732) Daniel Mehan, Jr., PhD, Assistant Dean for Student Affairs (mehanda@rwjms.rutgers.edu) Cindy Ford, MPA, Program Director (cford@rwjms.rutgers.edu) Cynthia Ferrer-Cespedes, Program Administrator (ferrercl@rwjms.rutgers.edu) Doug Osoba, Data Analyst (osobado@rwjms.rutgers.edu) Phyllis Sica, Administrative Assistant (sicaph@rwjms.rutgers.edu) The goal of the Office of Multicultural Affairs and Special Academic Programs is to assist Robert Wood Johnson Medical School with its mission of preparing students to become competent, compassionate and culturally sensitive physicians in our diverse society. OMA sponsors and supports educational and cultural programs to enhance awareness of and sensitivity to race, gender, religion, ethnicity and culture and to promote culturally competent health care, as 103

104 well as respect for all human beings. Programs include lecture series on complementary and alternative medicine; global health; lesbian, gay, bisexual and transgender health issues; disability awareness; women's health; spirituality and healthcare; as well as celebrations for Asian, African American and Latin heritage months. Under the direction of the Office of Education, the Office of Multicultural Affairs and Special Academic Programs works to provide a comprehensive approach to student recruitment and medical education by offering several high school and undergraduate pipeline pre-medical programs. Our overall mission is to increase diversity in the health professions with the ultimate goal of eliminating healthcare disparities through our educational programs, community outreach, and healthcare promotion and awareness activities. Office of Research and Sponsored Programs Piscataway R-109 Phone: (732) Terri G. Kinzy, PhD, Interim Senior Associate Dean for Research (kinzytg@rwjms.rutgers.edu) Celine Gelinas, PhD, Associate Dean for Research (gelinace@rwjms.rutgers.edu) Research at Robert Wood Johnson Medical School covers a broad spectrum, from clinical and basic studies designed to improve the diagnosis and treatment of human diseases to fundamental studies exploring new areas of molecular biology, biotechnology and informatics. This range of leading research provides a wealth of research training opportunities for postdoctoral fellows, graduate students and medical students. The Interim Senior Associate Dean and Associate Dean for Research provide leadership for committees, programs and events that advance the research enterprise of the medical school. In addition, they provide resources to educate the medical school community about securing external funding for research. This office conducts workshops on grant-related topics and provides online resources through the office website and associated websites under the Rutgers Office of Research and Sponsored Programs ( The office websites provide information on all required safety training and animal and human subject research protocol approvals. The Robert Wood Johnson Medical School Medical Student Summer Research Fellowship program and the Distinction in Research program are administered in the Office of Research. Office of the Registrar Piscataway TC-111 Phone: (732) Fax: (732) (for basic information and links to other valuable processes) (the Office staffing page and contact information) Daniel Ostin, Registrar (ostindj@rwjms.rutgers.edu) Bonnie Didas, Administrative Coordinator (didasbo@rwjms.rutgers.edu) 104

105 Jackie Hankerson, Administrative Coordinator, Maria Perry, Administrative Coordinator Your academic file containing grades, instructors official comments and other official academic records and correspondence is maintained by the Registrar s Office and is available for your review. In July of each year, a copy of your academic record is mailed to you for review along with information relevant to your next year of study. Unofficial transcripts, as well as proof of enrollment or any other type of enrollment certification that you may need, are provided free of charge to currently enrolled students. The first two (2) official transcript requests of each academic year (September thru August) are provided free of charge to currently enrolled students. Additional requests will be charged a $7.00 fee by Rutgers University (through whom all official transcripts are ordered). The Office of the Registrar also processes any name or address changes. The Registrar s Office reserves certain days of the week for particular requests. Requests for the relevant document(s) will only be processed according to the schedule below: SCHEDULED PROCESSES: M Tu W Th F Transcripts W F Deferment Letters M Th Verifications M Th Enrollment Letters Tu Other Letters (Good Standing, etc.) Tu Away Electives/Visiting Students W F Posting of GRADES Tu F Office of Student Affairs Piscataway TC-113 Phone: (732) Fax: (732) Carol Terregino, MD, Interim Senior Associate Dean For Education (terregca@rwjms.rutgers.edu) Sonia Garcia Laumbach, MD, Assistant Dean for Student Affairs (sgarcia@rwjms.rutgers.edu) Daniel Mehan, Jr., PhD, Assistant Dean for Student Affairs (mehanda@rwjms.rutgers.edu) Jean Martin, Management Assistant (martinja@rwjms.rutgers.edu) Kathleen Kuhblank, Student Affairs Secretary (kuhblaka@rwjms.rutgers.edu) Jackie Hankerson, Student Affairs & Registrar Administrative Coordinator (hankerjd@rwjms.rutgers.edu) The Office of Student Affairs is an advisory and support network for all students, being concerned with the overall growth, development and graduation of medical students. Its efforts 105

106 cover a wide range of activities, some of which include: orientation programs; elective and coursework planning; career counseling and residency placement; personal, financial and social counseling; the Flexible Curriculum; the Student Scholars Program; MSPEs (Medical Student Performance Evaluations); student award selections; student organization support; student publications; and leaves of absence, transfers and withdrawals. Kessler Teaching Laboratories Office/Stockroom Piscataway N-222 (teaching labs office) Piscataway N-227 (stock room) Phone: (732) Fax: (732) Scott Kinzy, Assistant Director of Kessler Teaching Laboratories (kinzysa@rwjms.rutgers.edu) Patricia Tympanick, Administrative Coordinator (tympanic@rwjms.rutgers.edu) George Schroeder, Sr. Audiovisual Technologist (schroegf@rwjms.rutgers.edu) Mary Labrada Romero, Program Assistant (labradma@rwjms.rutgers.edu) Joy Chen, Research Teaching Specialist (chen27@rwjms.rutgers.edu) The Daniel I. Kessler Teaching Laboratories accommodate the instructional modalities for the basic science portion of the medical curriculum, providing an integrated educational resource for medical students. Space is allocated to a series of multidisciplinary small group rooms equipped for seminars, laboratories, demonstrations and audiovisual education. Each small group room is equipped with state-of-the-art audiovisual equipment including LCD projectors, monitors and cameras for feedback during clinical sessions. The Teaching Labs Stockroom is your source for audio/visual assistance for any of the small group rooms, educational supplies and lab coat exchange. The operation of this equipment in the small group rooms is only accessible via authorized teaching lab staff. Each of these rooms is also equipped with white boards. All small group rooms and anatomy labs are open from 6:00 am to 6:00 pm for student use for independent study or scheduled classes. Students can access these rooms after hours via their ID cards. A centrally-located educational computer lounge provides students access to computer-assisted self-instruction, computer-based testing, bibliographic databases, word processing, and wireless Internet access. 106

107 Facilities GENERAL FACILITIES AND SUPPLIES 108 ARC LIBRARY 108 COMPUTING 108 CAMPUS DINING 108 DISSECTION KITS ID CARDS 109 LABORATORY GLOVES 110 LOCKERS 110 MAILBOXES 110 MEDICAL SUPPLIES 110 MICROSCOPES 110 PARKING 110 PHONES 112 PRINTING 112 REFRIGERATOR POLICY (HEALTHY LIVING TASK FORCE AND SGA) 112 SKULL BOXES 113 SLIDE BOXES 113 TECHNOLOGY REQUIREMENTS 113 PUBLIC SAFETY 114 WHITE COATS 114 WIRELESS ACCESS 114 EDUCATION, RESEARCH AND CLINICAL FACILITIES 115 PISCATAWAY 115 NEW BRUNSWICK 117 HOSPITALS 121 LIBRARIES

108 General Facilities and Supplies ARC Library The Academic Resource Center (ARC) supplies reference materials for all medical students. Students in the M1/M2 curriculum may borrow materials for 24 hours. Students in the M3/M4 Curriculum may borrow materials for 7 days. For more information, please refer to the ARC Library Use Policy in the University and School Policies section of this handbook. Computing AST Computer Labs Location: 2nd floor hallway connecting Kessler Teaching Labs to Research Tower. (L ) Phone: (732) Regular Hours: 24-hours, 7 days-a-week access with valid identification card. Please do not eat or drink while using any of the computers. Report computer or printer problems to the Teaching Labs office or to the Computer Lab. Hardware: PCs and Mac; color scanner; laser and color printers Software: MS Office Suite, Netscape IE, Secure Telnet, Secure FTP, and other selected software. If you have computing problems, call the Technology Services Center at (732) ARC Computers The ARC has several computer workstations where students can access numerous electronic health sciences databases such as MEDLINE, link to full text journal articles, search online library catalogs and other Web resources, and use interactive CD programs. ARC staff will provide training and assistance for any of these programs. East Corridor of Kessler Teaching Labs These open access computers and printers are available for student use 24 hours-a-day. They are located in the hallway behind the stockroom. Campus Dining Piscataway Campus Woody's, the medical school cafeteria, is located in the Kessler Teaching Building. Woody's serves hot and cold meals five days a week from 8:00 am to 2:00 pm. A limited menu is available from 3:00 PM- 7:00 PM Monday through Thursday. In addition, vending machines with beverages (including coffee) and snacks are located in the Old Student Lounge. One microwave is located in the cafeteria, outside Woody s café, and two are located on the second floor. The second-floor microwaves are available for use 24-hours-a-day. 108

109 When you need to get out of school for lunch (or dinner), the Rutgers Student Center is a great place to go. It s about a ten minute walk from the medical school at 604 Bartholomew Road and has the following places you can eat at: Burger King, Gerlanda s Pizza and Deli, Moe s Southwest Grill, and Szechwan Ichiban. For more information (such as hours) visit: getinvolved.rutgers.edu and follow the link to Busch Student Center. New Brunswick Students on the New Brunswick Campus may dine at the CABFare restaurant which is located on the third floor of the Clinical Academic Building. This facility operates from 8:00 AM to 5:00 PM Monday through Friday. Vending machines are available at both the Medical Education Building (first floor) and the Clinical Academic Building (first floor). Dissection Kits You will be issued a dissecting kit. It contains eight instruments and is to be returned at the conclusion of your gross anatomy studies. You should keep the kit secure in your locker. Do not leave it in the anatomy labs. Please refer to the Acceptable Use Policy for Computing and Information Technology Resources and the Rights and Responsibilities for the Use of the University-Accessed Electronic Information Systems. It is the policy of the university that communication to students should be done using whenever possible. Other forms of conveyance should be used only when necessary. Faculty and members of the administration will use to distribute class outlines and other important notices. ROBERT WOOD JOHNSON MEDICAL SCHOOL STUDENTS MUST CHECK THEIR DAILY. All Rutgers university students are required to obtain a NetID and official address. When ing faculty, administrators, and offices within the medical school, student must use s only. ID Cards All students are issued an identification card which gives you access to the building, privileges at the Media Library, and financial aid checks from the Cashier s Office. ID CARDS SHOULD BE WORN AT ALL TIMES when on school property. This mandate is for security purposes; individuals without identification should be reported to Security from the nearest house phone. This is especially important at night and on weekends when there are fewer people in the building and intruders are more likely to cause trouble. IDs will be replaced free of charge in cases of a name change or damage from regular wear and tear. Stolen IDs will be replaced free of charge if the individual provides a police report. Replacement of IDs under all other circumstances, including loss or misplacement, may be obtained by: -Completing a replacement form obtained from Student Affairs; -Paying the Cashier s Office a replacement fee of $10 and obtaining a receipt; and -Going to Public Safety at 335 George Street, Liberty Plaza, New Brunswick, to obtain the actual ID card. 109

110 Laboratory Gloves You will receive one box of gloves during orientation. Additional gloves must be purchased on your own. Note that laboratory gloves are only to be disposed in the labs. Students should not walk through the halls with dirty gloves on, nor should gloves be disposed in the bathroom. Lockers Each student is assigned a locker containing a microscope in a locked microscope cabinet with key, along with a combination lock, at the beginning of first and second year. It is advised that you keep your locker locked at all times, as the school will not take responsibility for any lost items due to theft or other reasons. You may not switch lockers. You must use the assigned combination lock, and it may not be removed from your locker. Mailboxes Every student is assigned a mailbox across from the administration offices. Many professors and the administration use the mailboxes to distribute class outlines and notices. STUDENTS MUST CHECK THEIR MAILBOXES DAILY. Free interoffice and Rutgers intercampus mail is available through the Office of Student Affairs. A Fed Ex pick-up is located just outside the entrance to the school. Medical Supplies Opportunities to purchase required medical supplies will be offered via at the beginning of each school year. It is suggested that students wait for these occasions to purchase supplies due to the high quality offered. Stethoscopes and sphygmomanometers are used beginning first year. Both may be purchased from representatives or independently. Second year students may purchase pen lights and other diagnostic equipment during an organized sale at the beginning of the spring semester. Microscopes All students are provided with a microscope by Robert Wood Johnson Medical School. They are placed in your assigned locker and are to be returned there when not in use. These microscopes are very expensive; NEVER LEAVE YOUR MICROSCOPE UNLOCKED! Microscopes are not permitted to leave the second floor teaching labs under any circumstances. Parking All students must pay a parking fee to receive a hangtag and utilize Robert Wood Johnson Medical School parking facilities. This fee is currently $ per year. Always display your hangtag on your vehicle hanging from your rearview mirror. Otherwise you will be ticketed. On the Piscataway campus there will be no ticketing of cars parked in general parking areas or at the parking meters from 6:00 PM to 5:00 AM Monday through Friday and all day Saturday, Sunday, and holidays. 110

111 Falsification and/or reproduction of official University parking hangtags may result in disciplinary action up to and including suspension or termination. Replacement of lost or mutilated parking hangtags will be made upon payment of a replacement fee. If the loss of a parking hangtag is due to an act of theft or vandalism of the vehicle in which the parking hangtag was displayed, the replacement fee will be waived; a copy of the campus police report or a local police report must be provided at the time a replacement hangtag is requested. Piscataway campus parking: There are 4 lots available for parking: lots A, B, C, and the gravel. Do not park at the guaranteed parking or the meters with a hangtag; metered parking is for visitors only. New Brunswick campus and hospital parking: At this writing, parking was available in two small surface lots near the intersection of Joyce Kilmer Avenue and Paterson Street. One lot can be accessed via Joyce Kilmer Avenue; once you turn onto Joyce Kilmer Avenue from French Street, the lot entrance is on your left immediately after Paterson Street. The other lot is on Paterson Street; from French Street, turn onto Joyce Kilmer Avenue, make a left onto Paterson Street, and the lot is on your right-hand side opposite the Fresh Grocer parking garage entrance. Be careful to only park in designated lots and spaces, and always display your hangtag! You should be able to find a parking space after 5 PM and, if you're lucky, after 1 PM. Don't park on the diagonal line, which is considered a safety zone for vehicles to travel around the lot. If you park in the safety zone, you will receive a parking ticket. Don't park in the yellow highlighted parking spaces located in the corner of Paterson Street and Jelin Street. These are reserved spaces for the law firms across the street. If you park there, you will be ticketed and towed by NBPD. Note that the Paterson St. parking deck is operated by the New Brunswick Parking Authority, and you will not be able to get your ticket validated. Parking is charged at an hourly rate. For questions on getting your parking validated, go to the Administration Office in the CAB building during business hours or call the office at (732) Forgot your hangtag? If you forget your hangtag, you can purchase a one day tag from the cashier in Liberty Plaza on the 4th floor. They may also be obtained from the Cashier's office in Piscataway, room V-02, for a $3.00 (plus tax) fee. You must complete the date on the hangtag or you will receive a ticket for having an invalid hangtag displayed. 111

112 Phones There is a phone outside the Stockroom, which can be used for emergency calls to Public Safety (dial 911) and/or non-emergency calls to Public Safety for the escort service or other problems (dial ). An additional campus phone is in the Student Lounge located next to the Student Affairs Office. For outside calls, there is a pay phone on the second floor of the Kessler Teaching Labs on the perimeter of the Great Hall. Other pay phones are hidden throughout Robert Wood Johnson Medical School: Periphery: Near both entrances as soon as you enter the Periphery 1st floor of Research Tower: Go down long hallway connecting the Kessler Teaching Labs to the Research Tower. Go through glass doors. Turn right. Phone is tucked away in corner in the same hallway as the elevator. Near Cashier s Office (basement level, close to room V-10) Printing OIT Technology utilizes a printing environment using Sharp devices throughout the Piscataway Research Tower and Kessler buildings. Students can print to any of the Sharp devices with a technology called Find Me Printing. Students will swipe their University Identification Badge or manually enter their NetID and password and release their jobs at any of the sharp devices. Devices are equipped with a copier and scanner functions and will allow users to send directly to an address. All students are issued an initial balance of $ Management of your printing quota will take place through a web interface where students can add funds on demand after they reach the initial quota limits. Technical support will be available to assist students in setting up their ID cards for printing. Refrigerator Policy (Healthy Living Task Force and SGA) All students may use the refrigerator located in the New Student Lounge (entrance opposite Woody s main entrance). 1. Every item must be labeled with Sharpies that will be affixed to refrigerator door. SGA will replenish Sharpies as needed. 2. CLEANING i. Weekly purge: Every Friday at 3 PM, all items will be thrown out, and shelves wiped down ii. Every member of Healthy Living and SGA (approximately 30 people) will be assigned ONE week during which they have to purge the refrigerator. If in subsequent years, Healthy Living is disbanded, then the responsibility for purging will lie with the members of SGA. iii. One of the SGA first-year reps will send a reminder to the person in charge of the purge each week, and ensure that the fridge is actually purged. iv. At the end of each semester, two people (one from SGA, one from Health Living) will commit to a thorough cleaning of the fridge. v. Cleaning schedule will be clearly posted on the refrigerator door in the beginning of the semester. vi. Rules will be ed to class listservs periodically, as needed. 112

113 3. Fridge will be unplugged during the summer months. 4. There will be no freezer or water dispenser component of the fridge. 5. Facilities will install a larger garbage can for the area 6. SGA will provide cleaning supplies to be used in the New Student Lounge. 7. Installation: Refrigerator to be installed in the New Student Lounge. 8. Student Handbook will contain rules on the use of the student refrigerator. Skull Boxes Skull boxes will be issued through the ARC for the Gross Anatomy head and neck dissection during the academic year. They must be returned according to the established ARC policy. The skull box is to be returned complete after use for gross anatomy studies. You are responsible for the contents and return of the skull box. Slide Boxes These contain slides for first year histology or second year hematology (along with two accompanying books for second years) and are assigned to you and your lab partner at the beginning of the specific semester of use. It is important to note that these slides are valuable and irreplaceable. You and your lab partner are equally responsible for making sure your slides are returned in good condition. Slide boxes are not permitted to leave the second floor of the teaching labs under any circumstances. Technology Requirements Robert Wood Johnson Medical School Office of Information Technology (OIT) is intricately involved in the educational process of our medical students. We work closely with the Office of Education to enhance the student learning experience. The listing of technology requirements can be found The information below will prepare you for your technology journey here at Robert Wood Johnson Medical School. All incoming students will be issued an ipad with Retina display, which will be fully configured during orientation week. To prepare for the configuration, please set up an itunes account prior to orientation week. It is critical that you have an Apple ID/iTunes account for setup and installation by August 1, Additionally, you will need your Rutgers NetID credentials (username and password) to configure and wireless on your device. 113

114 Public Safety (Rutgers Division of Administration and Public Safety [APS]) 55 Commercial Avenue New Brunswick, NJ Phone: (848) or 911 (emergency) Phone: (732) (non-emergency) The Division of Administration and Public Safety (APS) is committed to further improving the quality of safety on campus while providing administrative and business support services to multiple departments. Our goal is to work in partnership with students, faculty and staff to provide a safe, enjoyable, and fulfilling university experience. White Coats Each student will be issued a short white coat during Orientation to be worn during all patient interactions at the hospital, doctor s offices and clinical correlations throughout the year. It is also expected that students dress appropriately and wear their white coats during the clinical classes, including PCM in which patients or simulated patients are present. Wireless Access The medical school is equipped with wireless internet service. For support, a Field Service Engineer (Technical Support) will be available in the ARC or computer lounge area weekdays from 8:00AM--10:00AM and 12:00PM--1:00PM. Technical Support is located in NB 24 (basement) of the Kessler Teaching Wing. For more information, visit: 114

115 Piscataway Education, Research and Clinical Facilities Research Tower, Multidisciplinary Teaching Labs and Kessler Teaching Laboratories Scott Kinzy Kessler Teaching Laboratories 675 Hoes Lane, Piscataway, NJ The Daniel I. Kessler Teaching Laboratories accommodate the instructional modalities for the basic science portion of the medical curriculum. The Teaching Labs provide an integrated educational resource for first and second year medical students. Space is allocated to a series of multidisciplinary small group rooms equipped for seminars, laboratories, demonstrations, and audiovisual education. Each small group room is equipped with state-of-the-art audiovisual equipment including LCD projectors, monitors, and cameras for feedback during clinical sessions. The operation of this equipment is only accessible via authorized teaching lab staff. Each of these rooms is also equipped with white boards. All small group rooms and anatomy labs will be open from 6 am to 6 pm for student use for independent study or scheduled classes. Students can access these rooms after 6 pm via use of your ID cards. A centrally located educational computer lounge provides students access to computer-assisted selfinstruction, computer-based testing, bibliographic databases, word processing, , and wireless Internet access. In addition, there are study carrels located in three areas: North Study Area, located on the second floor of the Kessler Teaching Labs; Central Study Area, "the planes, located on the second floor of Kessler Teaching Labs; around the perimeter of the main auditorium, the periphery. These are quiet study areas equipped with outlets for laptops. Study carrels are available 24 hours a day. Center for Advanced Biotechnology and Medicine 679 Hoes Lane, Piscataway, NJ Phone: (732) Website: The Center for Advanced Biotechnology and Medicine (CABM) is designated by the New Jersey Commission on Science and Technology as one of the state s advanced technology centers. CABM s constituencies include the pharmaceutical and biotechnology industries, the National Institutes of Health, the National Science Foundation and other foundations that support science and technology. 115

116 The mission of CABM is the advancement of knowledge in the life sciences for the improvement of human health. Although the center s main aim is basic scientific research, additional goals are to create collaborative research and educational relationships with industry and to expand and enhance graduate and postdoctoral training programs. Launched in 1985, CABM now encompasses four major divisions of operation: Core Facility, which conducts basic research in the areas of structural biology, molecular genetics, cell and developmental biology, and molecular pharmacology; Network Laboratories, which provides high-technology research, development, and information services to university and industry users on a fee-for-service basis; Satellite Facilities, which comprise a clinical research center and fermentation facility for the production of cell and cell products; Educational Programs, including lectures, seminars, symposia, short courses, fellowships, and visiting scientist programs; CABM s 100,000 square foot basic research facility is located between the Robert Wood Johnson Medical School Research Tower and Rutgers Waksman Institute on the Busch Campus; it houses stateof-the-art laboratories for more than 250 scientists and students. Environmental and Occupational Health Sciences Institute 170 Frelinghuysen Rd. Piscataway, NJ Phone: (848) Website: The Environmental and Occupational Health Sciences Institute (EOHSI) was established in 1986 to address the urgent need created by today s rapidly changing technology to understand the impact of the environment on human health. EOHSI faculty members are engaged in research, education and public service programs in the areas of environmental health, toxicology, occupational health, public policy and health education. EOHSI s singular interdisciplinary approach fosters cooperative research on environmental health problems, whose complexity requires the interaction among experts from many fields. With the award of a National Institute of Environmental Health Sciences (NIEHS) center grant in 1988, EOHSI became the site of New Jersey s first National Institute of Health (NIH) Center of Excellence. School of Public Health 683 Hoes Lane West Piscataway, NJ Phone: (732) Website: The Rutgers School of Public Health (SPH) is comprised of three campuses: Newark, Piscataway/New Brunswick, and Stratford/Camden, each with its own distinguishing features. Established in 1998 as a statewide school of public health, SPH is built on a strong foundation of graduate public health education that began in The School is fully accredited by the Council on Education for Public Health as the nation s first collaborative school of public health. SPH offers the MPH, MS in Biostatistics, MS in Pharmaceutical Biostatistics, PhD and DrPH degree 116

117 programs, and several dual-degree and certificate programs. Concentrations offered on the Piscataway/New Brunswick Campus include Biostatistics, Environmental and Occupational Health, Epidemiology, Health Education and Behavioral Science, and Health Systems and Policy. University Behavioral Health Care 671 Hoes Lane, Piscataway, NJ Phone: (800) Website: University Behavioral Health Care (UBHC) is adjacent to the Robert Wood Johnson Medical School Medical Research Tower with community-based outpatient offices at numerous sites throughout New Jersey. UBHC is a comprehensive mental and behavioral health center, as well as an addiction service delivery system, offering clinical, education and prevention services. These services include crisis intervention; outpatient care; day treatment; partial hospitalization programs; psychiatric inpatient units; transitional housing; and follow-up care. University Behavioral Health Care is a state-designated Children s Crisis Intervention Service (CCIS), serving youth from the central New Jersey region. The Child/Adolescent Inpatient Unit has 34 beds, while the Adult Inpatient Unit has 24 beds. State residents are served by the Institute for Alzheimer s Disease and Related Disorders. University Behavioral Health Care serves as a primary teaching facility for undergraduate and postgraduate medical students as well as graduates in psychology, social work and nursing. UBHC is dedicated to being a leader in providing and promoting effective, efficient, compassionate and accessible care. As an organization committed to quality through continuous improvement and evaluation of outcomes, UBHC is accredited with commendation by the Joint Commission on Accreditation of Healthcare Organizations and licensed as a special hospital by the State of NJ. New Brunswick Rutgers Cancer Institute of New Jersey (CINJ) 195 Albany Street, New Brunswick, NJ Phone: (732) Website: Established in 1990, The Rutgers Cancer Institute of New Jersey (CINJ) was developed to attract clinicians and scientists from around the nation and world to bring cutting-edge methods of prevention, detection, and treatment of cancer to New Jersey. The Cancer Institute is the only cancer center in the state of New Jersey designated by the National Cancer Institute (NCI), and consists of a talented group of clinicians and scientists widely recognized for their contributions to cancer research. CINJ is a resource for physicians and their patients throughout the state and region, via their outreach and educational programs, as well as through collaborative efforts in clinical and basic science research. CINJ, managed by the faculty of Robert Wood Johnson Medical School, consists of a statewide network of healthcare and research institutions. In this way, New Jersey residents are assured of the availability of clinical trials and new investigational treatments in communities throughout the state; expansion of epidemiology and prevention efforts; outreach to cultural, ethnic and religiously diverse constituencies. Researchers at CINJ are exploring areas such as: oncogenes; epidemiology; chemical carcinogenesis; 117

118 tumor virology and immunology; medical, surgical and radiation oncology; the relationship between cellular and genetic mechanisms and tumor development; and clinical trials of new chemotherapeutic agents. Patient care is delivered through a multi-disciplinary team approach consisting of physicians, nurses and social workers. These health care professionals manage cancer programs in areas of breast, head and neck, bone marrow transplantation, leukemia/lymphoma, gastrointestinal, melanoma/sarcoma, genitourinary, pediatrics and gynecological oncology. CINJ provides outpatient cancer services such as patient exams, diagnosis, and chemotherapy. The Cardiovascular Institute of New Jersey (CVI) 125 Paterson Street, Suite 5200 New Brunswick, NJ Phone: (732) Website: The Cardiovascular Institute carries out research in the broad field of cardiovascular diseases. It focuses on myocardial infarction, stroke and heart failure from three points of view: translational research on new medications and devices; large controlled clinical trials on existing drugs and devices; and epidemiology and prevention. Individual research projects are funded by the NIH, philanthropic foundations and industry. Publications in high impact journals such as New England Journal of Medicine, JAMA, Journal of the American College of Cardiology, Stroke, etc. have received national attention. Involvement in research projects at the CVI require commitment of at least one year. Child Health Institute of New Jersey 89 French Street, New Brunswick, NJ Phone: (732) Website: The Child Health Institute of New Jersey (CHINJ) was established in the spring of A comprehensive biomedical research center at Robert Wood Johnson Medical School focused on the health and wellness of children, it addresses the unmet needs of children and their families by integrating patient care, research and teaching. The Institute is a unique presence which will have a substantial impact on the future of our children s health as well as those for generations to come. The new building opened its doors in the fall of The Child Health Institute of New Jersey focuses on the following: improving child and family health by discovering the genetic and environmental causes of childhood diseases, including learning disorders, mental retardation and behavioral abnormalities, thereby developing prevention and treatments; enhancing the quality of life by discovering how disordered development leads to diseases of adults and the elderly, as well as children; heart attack, stroke and cancer may all result from subtle birth defects that can be treated and prevented; creating a new partnership with the biotechnology, multinational and pharmaceutical industries through transfer of technology based on Institute discoveries of the genetic, cellular and environmental bases of childhood diseases; 118

119 pioneering entirely new treatments to re-grow brain, skin and bone after illness and injury, using new discoveries from developmental biology Clinical Academic Building (CAB) and Robert Wood Johnson Medical Group 125 Paterson St, New Brunswick, NJ Phone: (732) or 6201 The Clinical Academic Building (CAB), located on the New Brunswick campus, is a state-of-the-art facility supporting the outpatient and ambulatory education activities of The Robert Wood Johnson Medical Group (RWJMG), the multispecialty practice of Robert Wood Johnson Medical School. Through its system of more than 500 physicians, the group provides affordable, high-quality primary care with a full spectrum of specialized services to residents throughout central New Jersey. This 225,000 square foot CAB facility includes 96 exam rooms, six procedure rooms and two operating rooms. Ambulatory services comprise outpatient programs in medicine (including primary care and specialized disciplines), pediatrics, psychiatry, obstetrics and gynecology, neurology, pain management, ophthalmology and psychiatry. The CAB also contains special student classrooms, research laboratories, a sophisticated education center, radiology facilities and an outpatient clinical laboratory. Finally, the facility provides space for support programs, including academic offices, a conference center, a restaurant, and fitness center. Clinical Research Center 1 Robert Wood Johnson Place New Brunswick, NJ The Clinical Research Center (CRC) is located on the campus of Robert Wood Johnson University Hospital in New Brunswick; the center includes sophisticated inpatient, outpatient and one-day-stay facilities for clinical investigations and a large, modern basic research laboratory. The CRC performs research studies in such diverse areas as AIDS, dermatology, sleep disorders, cancer, hypertension and neuropharmacology. Clinical electives in clinical research and clinical pharmacology are offered to medical students as well as research experiences in the basic laboratory. This interdisciplinary research effort includes nursing, pharmacy, and biostatistics, and is an excellent educational experience for the student considering a career in clinical research, clinical pharmacology, or the pharmaceutical industry. The Eric B. Chandler Health Center 277 George Street, New Brunswick, NJ Phone: (732) Website: The Eric B. Chandler Health Center is a comprehensive, family-oriented community health center dedicated to the provision of high-quality ambulatory care to the medically underserved residents of the greater New Brunswick community. The center, which opened in 1988, moved to new, modern facilities in central New Brunswick in It is operated by Robert Wood Johnson Medical School in conjunction with the Eric B. Chandler Community Board. The primary care services include: general internal medicine; pediatrics; obstetrics and gynecology; dentistry; HIV counseling, testing, early intervention and treatment; laboratory; clinical social services; community outreach; case coordination; and health education. Services are provided by a multidisciplinary team of health care providers including physicians, nurse practitioners, nurses, social workers, and health educators. Services are provided on an 119

120 appointment and urgent care basis and without regard for ability to pay. The center actively participates with Robert Wood Johnson Medical School and Rutgers University in the training of residents, medical students and other health professionals. Emphasis is placed on the psychosocial aspects of illness and the development of basic concepts and understanding of cultural diversity, family dynamics, social and community issues, health education techniques, and principles of prevention and community health. The intent is to instill a sense of social responsibility and to sensitize health professionals in training to the special needs of various segments of the population, including the chronically ill, cultural and ethnic minorities, the elderly and the disabled. Medical Education Building One Robert Wood Johnson Place, New Brunswick, NJ The Medical Education Building (MEB) is physically connected to Robert Wood Johnson University Hospital in New Brunswick. The building houses many of the school s clinical education programs, including faculty offices, research laboratories, classrooms, a biomedical library, and a vivarium. In addition, it contains space for didactic instruction modalities for third-and fourth-year medical students and residency training programs. Included are a 200-seat auditorium, two 75-seat seminar rooms, conference and discussion facilities, a student lounge, and on-call rooms. The Medical Education Building also contains a major library facility, which operates in conjunction with Rutgers George F. Smith Library of the Health Sciences and the Library of Science and Medicine of Rutgers University. This library serves students, house staff, faculty, and community physicians. Stem Cell Institute of New Jersey The mission of the Stem Cell Institute of New Jersey is to carry out research, training, and clinical studies on the application of stem cells to the treatment and cure of human disease. The institute will build on existing strengths at both universities in the areas of stem cell biology, development, and cell and molecular biology to create a critical mass of outstanding scientists and clinicians. Studies will include the properties of stem cells, their differentiation into cells of defined lineage, their behavior in vivo, and their ability to correct deficiencies and dysfunctions that underlie such diseases as neurologic disorders, spinal cord injuries, diabetes, neuromuscular diseases and other health problems. 120

121 Hospitals For a full list of hospitals that are affiliated with Robert Wood Johnson Medical School, please visit Robert Wood Johnson University Hospital One Robert Wood Johnson Place New Brunswick, NJ Phone: (732) Website: Robert Wood Johnson University Hospital (RWJUH), one of the nation s leading academic medical centers, is the teaching hospital for Robert Wood Johnson Medical School and a member of the Robert Wood Johnson Health System and Network. Robert Wood Johnson University Hospital is committed to its four-fold mission of providing the finest patient care, researching the cures for diseases, educating tomorrow s health care professionals and reaching out to the communities we serve. The hospital is the major tertiary care referral facility in central New Jersey and has been designated as a Level I Trauma Center with a Helipad. Tertiary care referral services include end-stage renal disease, cardiodynamics and pulmonary medicine, open-heart surgery, the Regional Hemophilia Program, pediatric intensive care and the Laurie Neurodevelopmental Institute. As part of a leading academic health center, Robert Wood Johnson University Hospital captures the latest advances in medicine and brings these innovations to its patients. RWJUH offers a full range of health care services, from primary and preventative care to specialty and sub-specialty diagnosis and treatment and participates in more than 40 managed-care plans. The hospital of choice for patients from all over New Jersey, every department emphasizes a personalized approach. As a sophisticated academic medical center, RWJUH treats the most severely ill patients referred from community hospitals around the state and from around the country. Some of the additional comprehensive services include: Heart Center of New Jersey including the Advanced Heart Failure and Transplant Cardiology Program The Cancer Institute of New Jersey Bristol-Myers Squibb Children s Hospital Vascular Center of New Jersey Maternity Center, Center for Nurse Midwifery, and Special Care Nursery Women s Wellness & Healthcare Connection Clinical Neurosciences Center Level I Trauma Center for Central New Jersey Same-Day Surgery Suite Special Procedures Suite for sophisticated interventional radiology procedures Center for Kidney and Pancreas Transplantation Thoracic Center of New Jersey Center for Digestive Diseases 121

122 Carrier Foundation 252 Route 601 (also known as Trent Ave.) Belle Mead, NJ Phone: (800) Website: CentraState Medical Center 901 West Main Street Freehold, NJ Phone: (732) Website: Drive around back and park in the outpatient lot. Cooper University Hospital 1 Cooper Plaza Camden, NJ Phone: (800) 8-COOPER Website: Cooper University Hospital is an academic medical center committed to excellence in education, research and the delivery of the highest quality clinical services, leading to superior customer satisfaction and a healthier community. It is a 500-bed facility with modern operating suites, diagnostic radiology and clinical laboratories. Cooper provides comprehensive medical care in an urban setting and serves as a referral center for southern New Jersey. There is an active cardiac surgery program, a bone marrow transplantation program, and tertiary care resources for obstetrics and newborn intensive care. It is the site of the Southern New Jersey Level I Trauma Center, Southern New Jersey Regional Children s Hospital and the Cooper Cancer Institute. A satellite facility, in suburban Voorhees, New Jersey, includes an ambulatory surgicenter, physicians offices, a breast care center, and a radiation oncology facility. The Cooper University Hospital provides a clinical library, computer laboratory, student call rooms and a student/resident lounge. Capital Health Regional Medical Center 750 Brunswick Ave. Trenton, NJ Phone: (609) Website: Park in the visitors parking lot on Fuld Street. Hunterdon Medical Center 2100 Wescott Dr., Flemington, NJ Phone: (908) Website: 122

123 Jersey Shore University Medical Center 1945 Corlies Ave. (Route 33) Neptune, NJ Phone: (732) Website: Jersey Shore University Medical Center (JSUMC) is a 502-bed regional medical center located in Neptune, New Jersey, and a university hospital affiliate of Robert Wood Johnson Medical School. Services include a reputable cardiac surgery program, regional trauma center, women and children s health, orthopedics and rehabilitation, comprehensive cancer care, and so much more. As a member of Meridian Health, Jersey Shore is able to provide Monmouth and Ocean County communities with a complete range of health services and facilities unmatched in our area. JSUMC is one of the hospital sites where third- and fourth year medical students can complete their required Pediatrics, Medicine, Surgery, Neurology, and OB/GYN clerkships and fourth year SubInternship rotations. JFK Medical Center 65 James St., Edison, NJ Phone: (732) Website: JFK Medical Center is a 535-bed facility in Edison. Services provided include: Out-and inpatient rehabilitation Maternal and child health New Jersey Neuroscience Institute JFK Cancer Center JFK Health and Fitness Center Center for Head Injuries Pediatric rehabilitation Breast Center at JFK Center for Behavioral Health Specialized rehabilitation for women Cardiac catheterization Comprehensive Diagnostic Imaging Center Park in the visitors main parking lot. Lyons VA Medical Center 151 Knollcroft Rd., Lyons, NJ Phone: (908) Website: 123

124 Raritan Bay Medical Center 530 New Brunswick Ave. Perth Amboy, NJ Phone: (732) Hospital Plaza Old Bridge, NJ Phone: (732) Website: One of the area s oldest hospitals, Raritan Bay Medical Center includes a 388-bed facility in Perth Amboy and a 113-bed facility in Old Bridge. The Medical Center includes: Marion Tanzman Diabetes Center Robert N. Wilentz Cancer Center Charles E. Gregory School of Nursing Cardiology Diagnostic and Treatment Center Maternal-Child Center Center for Personal Recovery for Alcoholism and Chemical Dependency Treatment Students can rotate at Raritan Bay Medical Center as part of their OB/GYN clerkship. Park in the hospital s parking deck; the entrance to the deck is on New Brunswick Avenue and Groom Street, one block past the hospital (on the left). Riverview Medical Center 1 Riverview Plaza Red Bank, NJ Phone: (732) Website: Robert Wood Johnson University Hospital at Rahway 865 Stone St. Rahway, NJ Phone: (732) Website: Robert Wood Johnson University Hospital at Rahway is a 297-bed facility providing the following services: Cardiac care Rehabilitation and chest pain emergency treatment Pediatric same-day surgery MRI Oncology Diagnostic imaging Diabetes Self-Management Center Women s and maternal services 124

125 St. Francis Medical Center 601 Hamilton Ave. Trenton, NJ Phone: (609) Website: The parking garage is on Chambers Street behind hospital complex. Somerset Medical Center 110 Rehill Ave. Somerville, NJ Phone: (908) Website: Somerset Medical Center is a 355-bed facility; services provided include: Cardiology Diagnostic Center Diabetes Center Center for Sleep Apnea Gastroenterology Laser surgery Maternity Pavilion Post-surgical and intensive care Women s Trauma Center Cancer Center Same-Day Surgery Center Breast Care Center Chest Pain Emergency Center Eating Disorder Program Addiction Recovery Program Sick Child Day Care Center Center for Diagnostic Imaging Speech and Hearing Services The University Medical Center of Princeton at Plainsboro 1 Plainsboro Road, Plainsboro, NJ Phone: (609) Website: University Medical Center of Princeton at Plainsboro (UMCPP) is an acute care, teaching hospital with 231 single-patient rooms and a 34-bed Emergency Department that serves as a teaching affiliate of Robert Wood Johnson Medical School. Residents in medicine and surgery spend half of their training time at the University Medical Center providing care and participating in a team effort to make available the latest medical knowledge and techniques. The hospital provides a wide range of medical and surgical services on an inpatient, outpatient, and emergency basis. On an annual basis there are more than 15,000 admissions to the hospital and 40,000 patient visits to the Emergency Department. Third year medical students can complete their Medicine and Surgery clerkships, and fourth year medical 125

126 students can complete their Surgery or Medicine SubInternship at UMCPP. University Behavioral Health Care 671 Hoes Lane Piscataway, NJ Phone: (800) Website: The University Behavioral Health Care (UBHC) sends students to a variety of institutions throughout New Jersey for the study of psychiatry. Libraries Robert Wood Johnson Medical School Libraries Academic Resource Center (ARC) Phone: (732) Website: Kessler Teaching Laboratories 675 Hoes Lane, Piscataway, NJ The Academic Resource Center (ARC) is the premier technological learning environment for faculty, students and staff. The ARC provides advanced technology and resources to support faculty and students in their learning and teaching experience. Workshops and training sessions will be offered on a continuous basis to educate participants on various technologies and solutions to enhance knowledge and access to educational resources. Additionally, electronic and print collections are available to faculty and staff to support the curriculum and educational experience. Small recording rooms are available to faculty to create podcast of lectures, medical information or any other material in support of the Robert Wood Johnson Medical School missions. The ARC collection includes copies of required texts for courses, atlases and other printed resources. Materials are cataloged using National Library of Medicine classification and are organized on the shelves by subject. The ARC works in conjunction with the Robert Wood Johnson Library of the Health Sciences in New Brunswick to offer database search classes and SKYPE for library related questions. Circulation Policies For more information, please refer to the ARC Library Use Policy in the University and School Policies section of this handbook. 126

127 Rutgers Robert Wood Johnson Library of the Health Sciences Medical Education Building 1 Robert Wood Johnson Place, New Brunswick Phone: (732) Website: The Robert Wood Johnson Library of the Health Sciences is located on the first floor of the Medical Education Building (MEB), on the Robert Wood Johnson Medical School campus in New Brunswick. The library provides the faculty, students and staff in New Brunswick and Piscataway with the most current health sciences literature available. The library houses more than 30,000 volumes and has an extensive collection of electronic resources, including more than 250 electronic medical textbooks and subscriptions to over 2,000 electronic journals. The library s homepage contains links to the Library s primary information resources, including online databases, and electronic journals and books. The library is open seven days a week with professional reference service available daily. A full range of library services is provided by the staff to aid patrons in obtaining information. The Library offers access to numerous bibliographic and full text databases including Ovid MEDLINE, MD Consult, First Consult, SkolarMD, InfoRetriever, Web of Science, Science Direct, PsycINFO, and Lexis-Nexis Academic Universe. Instructional classes in searching bibliographic databases have been developed by library reference staff and are offered on a regular basis. The library maintains its own local area network (LAN) with thirty-three computers for patron use. Three of these are located outside the Library for use 24 hours a day. All of these workstations have full Internet access. From the library s home page, library patrons can connect to bibliographic and full-text databases, electronic journals and books and recommended Internet sites. The library s LAN also provides access to presentation programs, word processing, and spreadsheet applications. All patrons must register with the library in order to borrow materials. Those eligible to register include: faculty, staff, house staff and students of Robert Wood Johnson Medical School and its joint programs, administrators and staff of Robert Wood Johnson University Hospital, including attending physicians of the hospital. The library is open to non-registered patrons for use of materials and services, including access to health-related databases and the computer lab. Registered patrons must present their ID or barcoded library card in order to borrow library materials. 127

128 Rutgers University Libraries Website: Rutgers library hours vary according to the Rutgers academic calendar. Check the library webpage for exact hours and services available. It is advisable to bring your student ID when going to these libraries, as you may need it to enter the library. Library of Science and Medicine (LSM) 165 Bevier Road Piscataway Phone: (848) (Circulation); (848) (Reference) The LSM is next to the medical school and is a good place to study. There is a reading room, as well as tables and carrels throughout the building. It has a wide selection of journals and medical books, and the library can obtain materials from other libraries. Alexander Library 169 College Avenue New Brunswick Phone: (848) (Circulation); (848) (Reference) Douglass Library 8 Chapel Drive New Brunswick Phone: (848) (Circulation); (848) (Reference) Kilmer Library 75 Avenue E Piscataway Phone: (848) (Circulation); (848) (Reference) 128

129 Student Health STUDENT ESSENTIAL FUNCTIONS 130 STUDENT WELLNESS PROGRAM 132 STUDENT ASSISTANCE FACILITATOR 132 STUDENT HEALTH SERVICES 133 ACCESS TO STUDENT HEALTH SERVICES 133 TO SCHEDULE AN APPOINTMENT 133 COVERED SERVICES 134 NON-COVERED SERVICES 134 BLOOD BORNE PATHOGEN EXPOSURE 135 AWAY ELECTIVE PAPERWORK 135 STUDENT HEALTH INSURANCE 135 TRAVEL INSURANCE 135 DENTAL INSURANCE 136 VSP VISION CARE 136 LONG-TERM DISABILITY INCOME INSURANCE 137 MANAGEMENT OF POTENTIAL OCCUPATIONAL/EDUCATIONAL EXPOSURES TO HIV, HBV, AND HCV 138 HIV EXPOSURE 141 IF YOU RE THE VICTIM OF SEXUAL VIOLENCE

130 Student Essential Functions Rutgers Biomedical and Health Sciences Policy: I. PURPOSE To establish the procedures concerning Essential Functions for student participation in educational programs at Robert Wood Johnson Medical School. II. APPLICABILITY This policy shall apply to all Rutgers University students within Robert Wood Johnson Medical School, School of Health Related Professions, Rutgers School of Dental Medicine, New Jersey Medical School, Graduate School of Biomedical Sciences, School of Public Health, and School of Nursing. III. DEFINITION Essential Functions requirements essential for the successful completion by students of all stages of a curriculum, including physical, cognitive and behavioral standards, as established by each stated RBHS School pursuant to the University policy, Disabilities and RBHS Students/Applicants. IV. POLICY A. Prior to and during enrollment, each RBHS School shall inform students of the Essential Functions required for participation in the School s programs. Students must be able to fulfill all Essential Functions, with or without reasonable accommodations, in order to enroll or continue enrollment in an RBHS educational program. B. In accordance with the Schools procedures for requesting accommodations for disabilities, students must immediately report to the School any condition that renders the student unable to fulfill any Essential Function. Such report may be accompanied by a request for reasonable accommodations in accordance with the School s procedures for requesting accommodations for disabilities. C. If a student s behavior or performance deviates significantly from the requirements of the Essential Functions or suggests that the student may not be able to fulfill all of the Essential Functions, the School shall designate an appropriate official(s) to engage in a dialogue with the student. Such dialogue shall explore whether resources are available to assist the student, whether an evaluation by a health care provider or other evaluator is appropriate, and whether the student is otherwise qualified to participate in the academic program, with or without reasonable accommodations. D. The student may be required to obtain evaluation and/or testing by a health care provider or other appropriate evaluator designated by the School, and to provide the results to the campus Student Health Service or Student Wellness Program or Student Assistance Facilitator for the purpose of determining whether the student is fit to pursue the educational program. If the student is deemed able to fulfill all Essential Functions, the School reserves the right to require actions recommended by the health care provider or other evaluator, including further testing, counseling, monitoring, leave of absence, or such other requirements as the School deems appropriate. E. If the School official who conducts the dialogue with the student concludes that the student is not able to fulfill all of the Essential Functions, the official may recommend that the student request a leave of absence or withdraw from the School. F. If the student does not request a leave of absence or withdraw, the official may refer the matter to the School committee authorized to make recommendations concerning student academic standing. The committee shall conduct a review in accordance with its academic hearing procedures and shall make a recommendation to the Dean as to whether the student should be dismissed due to inability to fulfill the Essential Functions. The Dean shall consider the committee s recommendation and render a final decision in accordance with the School s procedures for review of academic actions. G. If the School official who conducts the dialogue determines that the student s conduct or statements seriously interfere with the University s missions, or jeopardize the safety and/or 130

131 welfare of the student and/or others, or constitute a threat to property, the School may place the student on Involuntary Leave of Absence or Involuntary Withdrawal without referring the matter to the School committee, pursuant to applicable University and School policies and procedures. 131

132 Student Wellness Program Robert Wood Johnson Medical School provides free and confidential mental health services for students on the Piscataway/New Brunswick campus. The Student Wellness Program assists students in adjusting to the stressors and pressures of medical school. Services include individual, couple and family counseling, medication management, crisis intervention, and prevention oriented groups and workshops. A diverse staff of mental health professionals who are independent of the Medical School provide these services. Participating clinicians do not evaluate students academically or play any role affecting a student's status in school. See for more information. Piscataway/New Brunswick Campus Student Wellness Program M/F, 8:30am-5:00pm T/W/Th, 8:30am-8pm Crisis Care available 24 hours/day, 7 days/week 24-hour Piscataway hotline number: University Behavioral Health Care 242 Old New Brunswick Road, Suite #330 The Walton Building Piscataway, New Jersey or (By Special Arrangement Only) 671 Hoes Lane, Room # D-421 Piscataway, New Jersey Barbara Randall, LCSW, CEAP, CADC, SAP EAP/SWP Director randalbb@ubhc.rutgers.edu Counselors: James Walker Jr, EdD Regina Stanley, MA, MFT Sarah Ben Younes Millot, LCSW Student Assistance Facilitator Joe Schwenkler, MD 675 Hoes Lane, Piscataway, NJ schwenjo@shrp.rutgers.edu Website: rwjms.rutgers.edu/education/current_students/student_support/sacc/index.html Student Assistance Facilitators (SAFs) have been established on each campus under the Students With Impairments policy to complement the Student Health Centers and the Student Wellness Program in providing assistance to troubled students, either through treatment or referral to appropriate resources. Services the SAFs provide include referrals for diagnosis and treatment; preliminary assessment of reports concerning students that may indicate impairment; presentation of concerns to identified students; and, monitoring of students until final disposition of treatment. 132

133 Student Health Services Student Health Services Family Medicine at Monument Square 317 George Street, First Floor New Brunswick, NJ Cathryn Heath, MD, Medical Director Phone (732) Fax: (732) Madeleine Napolitano, Program Assistant Phone Fax All students have access to the Student Health Services at Family Medicine at Monument Square (FMMS). The director of the Student Health Services is Cathryn Heath, MD, FAAFP. Support for this service is included in student fees, so basic primary healthcare is provided to students at no additional charge. The Student Health Services is also responsible for maintaining immunization and health records for all students. See for more information. Access to Student Health Services They are located at 317 George Street, First floor, in downtown New Brunswick. There is a parking lot behind the building accessed from New Street. Parking is $1/hour for all patients. Access to Student Health Services is by appointment during regular hours of operation (M/W/F 8:00 am - 5:00 pm; T/Th 8:00 am 8:00 pm). For appointments, please call Walk-in sick hours are available 7:30 am to 8:00 am, Monday through Friday for acute illness only. To schedule an appointment Call Student Health Services at and speak with Maddy Napolitano to obtain an appointment. Please let her know the reason for the appointment, as she will then be able to appropriately schedule the appointment depending on the urgency of the situation. If you are sick, she may need to review the issues with Dr. Heath or a nurse and will then call you back. They will generally schedule sick appointments on the same day or within 24 hours. Emergencies will be handled on a case-by-case basis. They provide physician coverage for emergencies 24 hours a day, 7 days a week. Care is provided on-site or in the hospital emergency room. To access emergency care, call for instructions. All life threatening emergencies should be handled through 911. On the day of the appointment: Bring your insurance card and your student ID to the office Be prepared to arrive a few minutes early for your first appointment to complete the check-in process Make sure they have your local phone number and address, as often the only address they have in our system is the one provided by you during the admissions process. They would prefer to send any lab reports to you, and not have them sent accidentally to your parents address! Present to the Front Desk and identify yourself as a medical student and wait in the waiting room to be called into the office. Covered services Unlimited visits and consultations with physicians at FMMS, including: 133

134 Women s health services Routine physical examinations Preventive care and chronic medical issues-physicals, hypertension, diabetes, etc. Acute care-injuries (Sports medicine physicians on staff at FMMS) Minor surgery Storage of allergy desensitization medication In office testing: Saline and KOH, rapid pregnancy test, strep testing, and urine dipstick Contraception counseling, and certain contraception procedures Immunization review and administration of selected vaccines. PPD testing and influenza vaccines are covered services. Non-travel vaccinations are covered by health plan. A fee will be charged for other immunizations. Transmittal of health records to other physician and graduate or professional school, with the student s written permission (HIPPA authorization) Follow-up management of exposures to blood borne pathogens (see below) Non-covered services Allergy desensitization: administration and cost of desensitization materials (allergy serum) Laboratory testing of students requiring or requesting such services. A charge will be made for all laboratory work performed through a contract laboratory (including all titers). Health plans require that you receive your laboratory testing from a designated laboratory affiliated with your insurance company. The invoice for these labs will come directly from the contract laboratory Diagnostic X-rays Dental care Ophthalmologic services and appliances Audiological services and appliances Physical exams for employment Health care rendered by those not affiliated with FMMS Health care for spouses or dependents Supplies and durable medical equipment-crutches, splints, etc. Costs associated with hospitalization, including room and board, specialty care, supplies, and diagnostic testing fees Travel immunizations If billed in error for any services, or if you have any questions about billing, please notify Maddy Napolitano at Student Health Services at Do not let billing problems linger, as they can affect your credit. To access the Rutgers University arranged plan underwritten by UnitedHealthcare, please go to 134

135 Blood borne pathogen exposure For emergent care/initial exposures to blood borne pathogens, please follow the needle stick policy issued by the Office of Student Affairs. The following exposure protocols are covered through Employee Health Service: Pharmaceutical and/or immunization material as required by exposure to blood pathogen protocols Laboratory fees for initial testing of exposure status, or follow-up testing and/or titers. Student Health Services then will do follow-up care for needle stick protocols Away Elective Paperwork Please do not wait until the last minute to have this paperwork completed! Do remember to fill out your section of the paperwork prior to dropping it off at Student Health. The form will be completed within a week. Please leave a phone number where you can be reached, and let us know whether you prefer to pick up the paperwork, have it mailed, or faxed. If you have not met or are not sure you have met the requirements outlined by the institution where you will perform the rotation, please make an appointment to see Dr. Heath. Student Health Insurance University Health Plans, Phone: (800) UnitedHealthcare Policy # All students are required to be covered by health insurance. For those who do not have their own coverage and are not covered on their parents or spouse s policy, University-sponsored insurance is available. The Rutgers University Student Health Insurance Plan (SHIP) is serviced by University Health Plans and underwritten by UnitedHealthcare Insurance Company. For an additional premium, students spouses and dependents may also be covered by the University Healthcare plan. Coverage can be continued while on leave of absence. For further information, consult the Student Health Insurance Plan brochure distributed at the beginning of the academic year or use the phone numbers and websites provided above. Travel Insurance The Rutgers University Department of Risk Management & Insurance makes available HTH International Travel Health Select Overseas insurance for all student travelers. Students enrolled in the Rutgers Study Abroad program are automatically covered by HTH. Other students who are planning to travel overseas and who are not enrolled in Study Abroad must contact the Department of Risk Management & Insurance to enroll in this coverage at a cost of $38 per month. HTH is international health insurance. HTH assists in providing health networks and medical care outside of the US. Rutgers requires all international STUDENT travelers to purchase the HTH international health insurance. It is optional for faculty and staff. HTH health coverage currently costs $38/month (no prorate) to Rutgers students/faculty and staff. Registration for HTH is done through Rutgers Dept. of Risk Management & Insurance. Contact Steve Martini at steven.martini@rutgers.edu or The students, faculty and staff can also contact Mr. William Troy directly regarding the International Travel SOS program and he will guide you through the process. International SOS is NOT health insurance. ISOS provides international emergency travel services, from 135

136 lost passports to medical/political evacuations. Rutgers Department of Risk Management & Insurance provides ISOS services free of charge to its students, faculty and staff. No registration is necessary for ISOS. Certain services are subject to the authorization and approval of Rutgers Risk Management. Please visit with the membership # 11BSGC to review available services, prior to travel. For more information visit: Dental Insurance Rutgers University offers the DeltaCare dental insurance plan. Enrollment in this plan is voluntary; it is not required insurance. Students interested in participating may enroll online through University Health Plans. The online enrollment form, plan benefits, and a list of network dentists can be found by going to and following the links to the Rutgers University dental insurance information. Students with questions regarding the plan or the enrollment process should be referred to UHP via at info@universityhealthplans.com, or telephone at (800) VSP Vision Care Vision care insurance is available through the University's insurance carrier, University Health Plans (UHP). Enrollment in this plan is voluntary; it is not required insurance. Enrollment information, deadlines, plan benefits and highlights, pricing, and a list of providers can be found on the UHP website: Click on the appropriate Rutgers University link, and go to the "Optional VSP Vision Care Plan" link for more information. 136

137 Long-Term Disability Income Insurance Robert Wood Johnson Medical School, in conjunction with the American Medical Association (AMA) sponsored Med Plus Advantage Program and Standard Insurance Company, will continue to provide disability income insurance tailored for our full time students. This plan is designed to meet the particular needs and concerns of individuals who have chosen to dedicate themselves to the health professions. You are making a major investment in your future careers which can be placed at risk by the physical as well as financial effects of illness and disability. The Liaison Committee on Medical Education (LCME), the accrediting agency of two of our Medical Schools, requires us to have disability coverage for our medical students. Because of the clinical emphasis of the third- and fourth-year medical curricula and the investment already made to reach that level, the University s disability insurance plan will continue to be mandatory for all third- and fourth-year medical students at an annual premium of $78.60 for a $1,500 base monthly disability benefit amount. First- and second-year medical students and other full-time medical school students will have the option to purchase a similar plan. This plan contains important features- portability, guaranteed future insurability, and provisions such as a loan payoff, and lump sum and survivor benefits. Guaranteed portability after you graduate and leave the University, and the ability to purchase increased insurance benefits at a later date when your income has grown, without medical screening of any kind, are especially important. If you become totally Disabled while you are a Student and remain totally Disabled, benefits are paid for life and are not offset by social security payments, worker s compensation or other disability income insurance benefits. Long term disability benefits will be offset once other work earnings exceed $3,000. Highlights of the plan include: Guaranteed insurability Coverage will not be denied during the enrollment period. Favorable disability definition As a full-time student, you will be considered disabled for the first 5 years if you cannot attend professional school on a regular basis and maintain your status as a student in good standing. Thereafter, Disability is defined as any gainful occupation commensurate with your education and training. If you become Permanently and Totally disabled, the plan will repay all or part eligible student debt for which you are legally liable, and college and/or medical education expenses up to $200,000. Benefits are payable for life with waiver of premium if you are Disabled. Portability You may take this insurance protection with you when you leave the medical school. Medical students may continue coverage under the AMA s resident disability plan on a guaranteed issue basis. After residency, physicians may convert to a Union Central individual disability income product. Any salary or other compensation of $3,000 or less received by a disabled student will not reduce the monthly disability benefit. For 1 st and 2 nd year students: If you wish to enroll in this plan for the Academic Year, fill out the enrollment form within 31 days of the start of your school year, include a check in the amount of $52.44 payable to Standard MPA Program, and mail to Professional Benefit Consultants, Inc., 7525 S.E. 24 th Street, Suite 350, Mercer Island WA If you are unsure of your start date, call your Associate Dean for Student Affairs. For 3 rd and 4 th year students: For the Academic Year, you will be automatically enrolled in the student plan and charged the premium. If you have any questions, please contact the American Medical Association Insurance Agency, Inc. (AMAIA) at Visit for more information. 137

138 Management of Potential Occupational/Educational Exposures to HIV, HBV, and HCV Rutgers Policy: I. PURPOSE The purpose of this policy is to outline the procedure under which postexposure prophylaxis will be made available to the University s personnel, including students, housestaff, faculty, staff and postdoctoral appointees who in the course of their studies and/or occupational activities are exposed to blood, tissue or other body or laboratory fluids that may contain human immunodeficiency virus (HIV), hepatitis B virus (HBV) and/or hepatitis C virus (HCV). This policy is based upon the available scientific data and Public Health Service recommendations for postexposure management of health-care personnel who have occupational exposure that may place them at risk of acquiring HIV, HBV and/or HCV. II. POLICY A. Avoiding occupational/educational exposures is the primary way to prevent transmission of HIV, HBV and HCV in health-care settings. However, hepatitis B immunization and postexposure management are integral components of a complete program to prevent infection following bloodborne pathogen exposure and are important elements of workplace safety. B. In an attempt to prevent HIV, HBV and/or HCV infection due to occupational/educational exposures, RBHS shall make postexposure prophylaxis available at no expense to the students, housestaff, faculty, staff and postdoctoral appointees of the University who have exposures in the course of their educational and/or professional activities at the University s facilities or affiliated institutions which may place them at risk of acquiring HIV, HBV and/or HCV infection. C. The Deans, Presidents/CEOs of the Healthcare Units and Vice Presidents shall oversee the development of written detailed protocols which must be strictly adhered to following an exposure, and the dissemination of this information to all appropriate individuals on each Campus of the University. Those individuals, services or offices responsible for carrying out these protocols shall be identified and their names published on each Campus. The procedures developed to implement this policy shall ensure timely (within hours of exposure) availability of medical attention and counseling, and of postexposure prophylaxis if requested, 24 hours a day. The goal of these procedures is preparedness to begin postexposure prophylaxis as soon as possible, ideally within hours, following exposure. These protocols and lists of responsible individuals or offices shall be reviewed and updated on a regular basis as often as required. This policy and the references from the Centers for Disease Control and Prevention containing information on postexposure prophylaxis shall be used as guidelines for the Campus protocols. D. Exposed individuals shall be counseled concerning: the risks of their exposure to HIV, HBV and HCV (including considerations of infectivity of exposure source and type of exposure); the known scientific facts, known and unknown risks and potential benefits of postexposure prophylaxis; the need for follow-up medical evaluations whether or not postexposure prophylaxis is elected; the necessity of precautions to prevent transmission of potential HIV, HBV and HCV infection during the follow-up period; and other relevant issues. Such counseling shall continue to be available throughout the medication period if postexposure prophylaxis is requested and during the follow- up period whether or not postexposure prophylaxis is requested. E. Individuals may accept or decline postexposure prophylaxis on a purely voluntary basis and will not be subject to any discrimination in their studies or job duties as a result of their decision. Exposed individuals shall receive follow-up counseling, postexposure testing and medical evaluation regardless 138

139 of whether they receive postexposure prophylaxis. Those who become HIV seropositive, whether or not postexposure prophylaxis was taken, HBV seropositive or HCV seropositive should be evaluated, in discussions with appropriate HIV counselors and/or infectious disease experts according to published recommendations for HIV-infected, HBV-infected and HCV-infected health-care personnel, regardless of whether postexposure prophylaxis was consented to. F. The supervisor for an individual who sustains or may have sustained occupational/educational exposures to blood or other body fluids potentially infected with bloodborne pathogens must complete an incident report for the Office of Risk and Claims Management. If infection results or may have resulted from the exposure, another incident report must be filed with the Office of Risk and Claims Management. G. A consent or declination of treatment form shall be completed and signed in all instances before initiation of HIV postexposure prophylaxis. H. Individuals electing to receive postexposure prophylaxis who meet all criteria and have signed the required form shall receive medication and follow-up evaluations by health- care providers, health services or offices identified in advance on each campus and available 24 hours a day. At least the first one to three days supply of medications shall be available in all identified sites where individuals are instructed to report after an exposure so that prophylaxis can be started as soon as possible. I. Upon report of an exposure, date and time, source, and details of the exposure shall be recorded. These details must include type of procedure being performed, type and brand of device involved, department or work area where the exposure occurred, how the exposure occurred, amount and type of fluid or material, depth of injury and whether fluid was injected, duration and extent of skin or mucous membrane contact, condition of skin, and details about the exposure source (such as HIV/HBV/HCV status and/or risk for these infections). The course of counseling, medical care and medication received shall be documented in writing. A summary of the experience on each campus with occupational/ educational exposures, postexposure prophylaxis, and the outcome with or without postexposure prophylaxis shall be sent to the Vice President for Academic Affairs annually by the Schools, Directors of Student Health Services and Directors of Occupational Medicine Services on all Campuses. The summary shall not identify exposed individuals or source persons by name. J. Confidentiality will be maintained to the extent required by law. K. If the HIV, HBV and HCV status of the source person is not known, the source person should be informed of the incident and every effort made to obtain this information through appropriate testing. In most cases, this will be the responsibility of the source person s health-care provider. Initiation of postexposure prophylaxis, if elected by the exposed individual, shall begin as soon as possible following exposure regardless of the availability of information about the source person s HIV, HBV and HCV status. However, the results of source-person testing and/or information about the source person s symptoms and risk factors may contribute to the decision to continue postexposure prophylaxis. L. As part of job orientation and annual training, all RBHS faculty, staff and postdoctoral appointees with potential exposure to bloodborne pathogens shall be educated concerning the risk for and prevention of bloodborne infections, including the need to be vaccinated against hepatitis B, and to report exposures immediately after they occur, and shall be familiarized with the principles of postexposure management and with their Campus s, School s or Unit s specific procedures for obtaining postexposure care. This shall be the responsibility of the Vice President for Human Resources, the President/CEOs of the Healthcare Units and the Deans. All students and housestaff shall receive similar education and information prior to clinical or laboratory studies or duties. The Deans shall ensure that their students and housestaff are so educated and shall assign the direct responsibility for this to appropriate individuals at each School. M. For RBHS housestaff at non-rbhs clinical facilities, the pertinent School shall make arrangements concerning immediate care and shall determine cost responsibility in consultation with the affiliated institution. For RBHS students at non-rbhs clinical sites, the pertinent School shall make arrangements concerning immediate care and shall bear costs of any care charged by non-rbhs institutions. RBHS housestaff and students working/studying at non-rbhs clinical sites and who are exposed may receive medical care, including postexposure prophylaxis and follow up, at RBHS facilities designated to carry out this policy. Non-RBHShousestaff and students working/studying at RBHS clinical sites and who are exposed may receive immediate 139

140 medical care, including postexposure prophylaxis, at RBHS facilities designated to carry out this policy; follow-up care will be at their home institution. RBHS housestaff must report exposures to their supervisors who must complete a RBHS incident report to be transmitted to RBHS Risk and Claims Management. N. Individuals must first submit a claim to their health insurance carrier to be reimbursed for the costs related to the exposure. Following submission of a claim, and presentation of proof thereof (i.e., an explanation of benefits from the insurance carrier) to the appropriate School or University office, unreimbursed costs of the drugs, initial and follow-up laboratory tests for the exposed individual and for the source person (if not already performed), initial and follow-up visits, counseling and record-keeping shall be borne by the Schools and Student Health Services in the case of students; and by the University s Workers Compensation Program in the case of University-employed faculty, non-faculty staff and housestaff deemed to have acquired a workrelated illness or disease. 140

141 HIV Exposure What To Do After Potential Exposure to HIV or Other Blood borne Pathogens Time is crucial. Act quickly as follows: Wash exposure site thoroughly with soap and water (or water only for mucous membranes). Notify resident or other supervisor of your rotation AND the nursing supervisor, who should request source-person clinical information and blood work (e.g., HBsAG, HCV antibody, HIV) unless HIV, HBV, and HCV status is already known. Complete incident report. Immediately call or go to the nearest site for evaluation: On Campus Piscataway/New Brunswick Campus EOHSI Employee Health Service at (848) (8 am to 4 pm, Monday - Friday) After hours, go to RWJUH ED For off-campus affiliated EDs see list below. Off Campus Hackensack University Medical Center Occupational Medicine, (201) am to 5 pm, Monday - Friday After hours, ER (201) Morristown Memorial Hospital ER, (973) East Orange VA Hospital Employee Health, (973) , ext am to 12 pm, 1 pm to 4 pm, Monday - Friday After hours, go to the ER, (973) ext Christ Hospital ER, (201) , then notify Medical Education Office (201) University Medical Center at Princeton Employee Health, (609) :30 am to 2:30 pm, Monday - Thursday After hours, go to the ER, (609) Jersey Shore University Medical Center Employee Health, (732) :30 am to 4 pm, Monday - Friday After hours, go to the ER, (732) Our Lady of Lourdes Medical Center ER, (856) Atlantic City Medical Center ER, (609)

142 Somerset Medical Center ER (908) Raritan Bay Medical Center ER (732) Get appropriate tests, e.g., for HIV, HBV panel, HCV BUN, creatinine, U/A, LFTs, amylase, CBC with differential and platelet count, electrolytes, glucose, and urine pregnancy test when appropriate. Get risk assessment counseling and chemoprophylaxis (if indicated). If elected, chemoprophylaxis should begin as soon as possible after exposure and, if possible, within hours of exposure. Report all exposures and get follow-up care at: EOHSI Employee Health Service 170 Frelinghuysen Rd, Piscataway (848) The source person, if ambulatory, should be referred to his/her own physician for testing. Send bills not reimbursed by your insurance company to Student Affairs Deans. The above information is also printed on the back of the HIV card issued to you during Orientation. This card should be present in your wallet AT ALL TIMES. 142

143 If you re the victim of sexual violence There is never an excuse for using force, intimidation, or drugs/alcohol to induce someone to perform sexual acts of any kind. If you (or someone you know) have been the victim of sexual violence, on or off-campus, help is available, immediately and in the long-term. You are not alone there are many sources of confidential help, and Robert Wood Johnson Medical School is committed to helping you secure the assistance you need. Regardless of whether you wish to file a police report, it is important to seek medical assistance as soon as possible to receive preventive medication for possible sexually transmitted diseases and be eligible to receive emergency contraception. GET IMMEDIATE HELP Get to a safe place as soon as you can. If the assault has taken place recently, and you are able to do so comfortably, avoid the following activities before deciding whether you will participate in a forensic medical exam: Eating or drinking, bathing, showering, or douching, using the bathroom, changing your clothes. Contact Public Safety or the local police: New Brunswick/Piscataway Campus On Campus: Off Campus: 911 for the local Police Dept. Get medical attention as soon as possible. A medical examination will provide any necessary treatment and collect important evidence. Injuries may not be immediately apparent. Contact someone you trust, such as a close friend, to be with you and support you. Other resources for immediate help: State-wide Sexual Assault Toll Free Hotline: (800) or on-line at Sexual Violence Programs in NJ, by county: 143

144 SOURCES OF MEDICAL & MENTAL HEALTH ASSISTANCE: Student Health Services: Student Health Service Monument Square 317 George Street, First Floor, New Brunswick, NJ M/W/F 8:00 am 5:00 pm T/Th 8:00 am 8:00 pm Walk In for Minor Illness 7:30 am 8:00 am Student Wellness Program (counseling, crisis intervention) Services available 24/7 EMERGENCIES after 5:00 p.m. & weekends M/F, 8:30 am to 5:00 pm T/W/Th, 8:30 am to 8:00 pm University Behavioral Health Care Student Wellness Program 242 Old New Brunswick Road, Suite #330 The Walton Building Piscataway, NJ or (By Special Arrangement Only): 671 Hoes Lane, Room # D-421 Piscataway, NJ

145 KNOW YOUR RIGHTS Notifying the police does not require you to pursue criminal prosecution or Rutgers disciplinary action. Your rights include: Contacting Public Safety to file criminal charges or report any issue regarding physical security, or contacting local police; and, or; Filing civil charges through the courts; and, or; Independent of filing criminal or civil charges, pursuing charges through University policies (see below), if the alleged assailant is part of the Robert Wood Johnson Medical School community. Deciding to file no charges; Rights as outlined in the Campus Sexual Assault Bill of Rights (see below). Contacting the University s Title IX Coordinator who is responsible for overseeing complaints regarding sexual assault. That person is Catherine Bolder bolder@rwjms.rutgers.edu New Jersey s Campus Sexual Assault Victim s Bill of Rights (Pursuant to NJSA 18A, Chapter 61E)A college or university in a free society must be devoted to the pursuit of truth and knowledge through reason and open communication among its members. Academic communities acknowledge the necessity of being intellectually stimulating where the diversity of ideas is valued. Its rules must be conceived for the purpose of furthering and protecting the rights of all members of the college community in achieving these ends. The boundaries of personal freedom are limited to applicable state and federal laws and institutional rules and regulations governing interpersonal behavior. In creating a community free from violence, sexual assault and nonconsensual sexual contact, respect for the individual and human dignity are of paramount importance. The state of New Jersey recognizes that the impact of violence on its victims and the surrounding community can be severe and long lasting. Thus, it has established this Bill of Rights to articulate requirements for policies, procedures and services designed to insure that the needs of victims are met and that the colleges and universities in New Jersey create and maintain communities that support human dignity. The following Rights shall be accorded to victims of sexual assault that occur: On the campus of any public or independent institution of higher education in the state of New Jersey, and Where the victim or alleged perpetrator is a student at that institution, and/or when the victim is a student involved in an off-campus sexual assault. Human Dignity Rights To be free from any suggestion that victims must report the crimes to be assured of any other right guaranteed under this policy; To have any allegations of sexual assault treated seriously; the right to be treated with dignity; To be free from any suggestion that victims are responsible for the commission of crimes against them; To be free from any pressure from campus personnel to report crimes if the victim does not wish to do so; Report crimes as lesser offenses than the victim perceives the crime to be; Refrain from reporting crimes; Refrain from reporting crimes to avoid unwanted personal publicity. 145

146 Rights to Resources on and Off Campus To be notified of existing campus and community based medical, counseling, mental health and student services for victims of sexual assault whether or not the crime is formally reported to campus or civil authorities; To have access to campus counseling under the same terms and conditions as apply to other students in their institution seeking such counseling; To be informed of and assisted in exercising: Any rights to confidential or anonymous testing for sexually transmitted diseases, human immunodeficiency virus, and/or pregnancy; Campus Judicial Rights Any rights that may be provided by law to compel and disclose the results of testing of sexual assault suspects for communicable diseases. To be afforded the same access to legal assistance as the accused; To be afforded the same opportunity to have others present during any campus disciplinary proceeding that is allowed the accused; To be notified of the outcome of the sexual assault disciplinary proceeding against the accused. Legal Rights To have any allegation of sexual assault investigated and adjudicated by the appropriate criminal and civil authorities of the jurisdiction in which the sexual assault is reported; To receive full and prompt cooperation and assistance of campus personnel in notifying the proper authorities; To receive full, prompt, and victim-sensitive cooperation of campus personnel with regard to obtaining, securing, and maintaining evidence, including a medical examination when it is necessary to preserve evidence of the assault. Campus Intervention Rights To require campus personnel to take reasonable and necessary actions to prevent further unwanted contact of victims by their alleged assailants; To be notified of the options for and provided assistance in changing academic and living situations if such changes are reasonably available. Statutory Mandates Each campus must guarantee that this Bill of Rights is implemented. It is the obligation of the individual campus governing board to examine resources dedicated to services required and to make appropriate requests to increase or reallocate resources where necessary to ensure implementation. Each campus shall make every reasonable effort to ensure that every student at that institution receives a copy of this document. Nothing in this act, or in any Campus Assault Victim s Bill of Rights developed in accordance with the provisions of this act, shall be construed to preclude or in any way restrict any public or independent institution of higher education in the State from reporting any suspected crime or offense to the appropriate law enforcement authorities. 146

147 *School Ombudspersons are a resource to help guide and assist students and housestaff in evaluating options for resolving problems. Because of their unique, informal problemsolving role, Ombudspersons shall not participate in the official complaint process. University policies: Policy Prohibiting Discrimination and Harassment ( ) Student Rights, Responsibilities and Disciplinary Procedures ( :00) Other Things You Should Know: Note that the University will investigate allegations of sexual harassment, and take appropriate action, even if you do not wish to pursue action through the University s disciplinary process; the University s response, however, may be hindered by your wishes, if any, for anonymity and/or inaction. The University will make every effort to stop sexual harassment, remedy the harassment and prevent recurrence. To achieve this, you may request changes in your academic schedule; such changes will be designed, whenever possible, to minimize the burden on your educational program. In certain cases, due to curricular constraints, remedies such as separate classes or classrooms may not be possible. The University will issue, in writing, a no contact order to all parties to an alleged sexual assault promptly after receiving notice of a complaint. The University recognizes that sex-based cyber-harassment is a form of sexual harassment and individuals have the right to be free of such harassment within the University and report these incidents to School and University officials. 147

148 Academic Rules And Regulations ACADEMIC RULES AND REGULATIONS 149 ACADEMIC STANDING COMMITTEE 150 REQUIREMENTS FOR PROMOTION AND GRADUATION 150 GRADING 152 LIMITS ON LENGTH OF THE ACADEMIC PROGRAM 153 PROCEDURES FOR RE EXAMS FOR FIRST AND SECOND YEAR CURRICULA 154 PROCEDURES FOR REMEDIATING OR REPEATING COURSES AFTER FAILURE OF INITIAL REMEDIATION ATTEMPT IN FIRST AND SECOND YEAR CURRICULA 154 PROCEDURES FOR REMEDIATION IN THE THIRD AND FOURTH YEAR CURRICULA 155 PROCEDURES REGARDING STUDENTS IN ACADEMIC DIFFICULTY AND OTHER MATTERS OF ACADEMIC STANDING 156 APPEARANCE BEFORE ACADEMIC STANDING COMMITTEE 158 REQUIREMENTS OF UNITED STATES MEDICAL LICENSING EXAM (USMLE) 159 LEAVE OF ABSENCE PROCEDURES 159 ACADEMIC WARNING 160 ACADEMIC SUSPENSION 160 DISMISSAL 160 SATISFACTORY ACADEMIC PROGRESS

149 Academic Rules and Regulations 37th Edition 2013 to 2014 PLEASE NOTE: Occasionally, revisions are made in the Academic Rules and Regulations and these revised rules supersede all others, and are applicable to all classes immediately. TABLE OF CONTENTS I. ACADEMIC STANDING COMMITTEE II. REQUIREMENTS FOR PROMOTION AND GRADUATION III. GRADING A. Grading System B. Withdrawals C. Incompletes D. Auditing Classes E. Extramural Courses IV. LIMITS ON LENGTH OF THE ACADEMIC PROGRAM V. PROCEDURES FOR RE EXAMS FOR FIRST AND SECOND YEAR CURRICULA VI. PROCEDURES FOR REMEDIATING OR REPEATING COURSES AFTER FAILURE OF INITIAL REMEDIATION ATTEMPT IN FIRST AND SECOND YEAR CURRICULA VII. PROCEDURES FOR REMEDIATION IN THE THIRD AND FOURTH YEAR CURRICULA A. Required Courses B. Electives VIII. PROCEDURES REGARDING STUDENTS IN ACADEMIC DIFFICULTY AND OTHER MATTERS OF ACADEMIC STANDING A. Academic Difficulty B. Transcript Entries After Remediation C. Withdrawal From Blocks, Courses, Clerkships or Electives D. Professionalism and Behavior E. Review of Students taking a full academic load with CP, F and WF grades by the Academic Standing Committee F. Students taking a reduced academic load G. Repeated courses H. Limits on number of failing grades for students taking a full academic load I. Review of students who have a change in status or adverse action while in a dual degree program IX. APPEARANCE BEFORE ACADEMIC STANDING COMMITTEE X. REQUIREMENTS OF UNITED STATES MEDICAL LICENSING EXAM (USMLE) XI. LEAVE OF ABSENCE PROCEDURES A. Non-Medical B. Medical XII. ACADEMIC WARNING XIII. ACADEMIC SUSPENSION XIV. DISMISSAL A. Reasons for Dismissal B. Procedures for Dismissal XV. SATISFACTORY ACADEMIC PROGRESS 149

150 I. ACADEMIC STANDING COMMITTEE The Academic Standing Committee is charged with monitoring the academic status of all students, and of formulating and applying the Academic Rules and Regulations. Actions of the Academic Standing Committee may include, but are not limited to, the following: 1. Recommendation of students for promotion 2. Recommendation of students for award of the M.D. degree 3. Review of annual Registrar s report of affirmation of degree requirement completion 4. Approval of Leaves of Absence for students in academic difficulty 5. Approval of reduced course load for students in academic difficulty 6. Placement of students on Academic Warning 7. Placement of students on Academic Suspension 8. Recommendation of students for dismissal Any student may appeal, to the Academic Standing Committee, the application of these Academic Rules and Regulations. Any student may appeal an adverse decision of the Academic Standing Committee related to promotion, graduation, or dismissal to the Dean. Any student wishing to appeal to the Dean must contact the Dean s Office within two weeks of the date of the Committee s letter notifying the student of its decision. II. REQUIREMENTS FOR PROMOTION AND GRADUATION A. Candidates for the degree of Doctor of Medicine must exhibit the requisite attitudes, skills, knowledge and professional behavior to complete the prescribed course of study, and must meet "The Essential Functions for Admission and Matriculation" cited in the catalog of Robert Wood Johnson Medical School. In addition, a candidate must also possess personal qualifications and attributes deemed necessary to perform the duties of a medical professional. Specifically, all candidates are expected to exhibit unimpaired judgment and behavior consistent with the responsibilities of a medical professional. Thus, in addition to the usual academic evaluations for each course, the student evaluation will also take into consideration the following: Professional demeanor Professional conduct Concern for the welfare and dignity of patients Concern for the rights of others Responsibility to duty Trustworthiness Honesty Ethical conduct Aberrant behavior General or specific conduct meriting concern B. Entrance into the second year requires successful completion of the first year curriculum and compliance with the reporting requirements for the Independent Project. Entrance into the third year 150

151 requires successful completion of the second year curriculum and compliance with the reporting requirements for the Independent Project. Entrance into the third clerkship of the third year curriculum requires passage of the United States Medical Licensing Exam Step 1, unless an exception is specifically authorized by the Academic Standing Committee. Prior to beginning required rotations of the fourth year curriculum, students must satisfactorily complete all core clerkships of the third year and satisfy the reporting requirements for the Independent Project. Students who fail to satisfy these requirements will not be permitted to register for the next academic year. C. Students for whom greater than 2.5 years have elapsed since the completion of the second year Patient Centered Medicine course must satisfy the following requirements prior to entry into the third year: 1. Students must take a six week "practice clerkship" in Medicine or Family Medicine, at least 50% of which shall be in an inpatient setting, immediately prior to entry into the third year curriculum. The activities of the "practice clerkship" will conform to a standard clerkship except that no written exam will be given, no credit will be given, and no grade will be entered on the transcript. The student will, however, be given evaluative feedback. This requirement will be waived for students in an M.D./Ph.D. program that includes regular clinical experiences during the Ph.D. phase. 2. Students must take Introduction to the Clerkship Experience (during the last week of June) prior to taking the first clerkship for credit. 3. For M.D./Ph.D. students, all work for the Ph.D. (including thesis defense and revisions) must be completed prior to starting the "practice clerkship" if a practice clerkship is required or the first clerkship for credit if a practice clerkship is not required. D. All students must pass the Summative Clinical Skills Assessment, complete the Clinical Procedures Requirement, and complete the Independent Scholarly Project. E. Successful completion of twenty-three weeks of electives (three of which must be in an ambulatory outpatient specialty) will be required to graduate. All electives in which a student enrolls must be passed. Under special circumstances and at the discretion of the Academic Standing Committee, up to four weeks of electives may be waived. In certain cases the M.D. degree may be awarded after the University commencement, once the student successfully completes all requirements. 1. Students who are in the M.D./Ph.D. program and have completed all course and research requirements for the Ph.D. (as certified by the thesis advisor) will be allowed to substitute the Ph.D. training for up to 16 weeks of electives. 2. Students who are in the M.D./M.P.H. program or the M.D./M.B.A. program and have completed all requirements for the M.P.H. or M.B.A. (as certified by the program director) will be allowed to substitute previously taken health care related courses, as approved by a Dean of SA, for up to 12 weeks of electives. Two weeks of fourth year elective credit is allowed for each approved three credit health sciences related course. 3. Students who are in the MD/MSCTS program and have completed all requirements for the MSCTS (as certified by the program director) will be allowed to substitute core required courses in the MSCTS program for up to 12 weeks of elective credit. Two weeks of fourth year elective credit is allowed for each 3 credit MSCTS course. 4. Students engaged in Student Scholar activity (approved by the Dean of Student Affairs) after completion of the pre-clerkship curriculum may receive up to 8 weeks of elective credit. In order to receive credit, students must submit an approved Individually Designed Elective form to the Office of the Registrar prior to beginning this activity. 151

152 5. Students who complete masters or doctoral programs at other universities while enrolled at Robert Wood Johnson Medical School may receive up to 12 weeks of elective credit for work done toward a master s degree and 16 weeks of elective credit for work done toward a doctoral degree with approval of the Dean of Student Affairs. These credits will be awarded for health sciences related courses as determined by a Dean of SA. Two weeks of fourth year elective credit is allowed for each approved three credit health sciences related course. F. All students must successfully complete the full third and fourth year curricula and pass the United States Medical Licensing Exam Step 2 (Clinical Knowledge) and Step 2 (Clinical Skills) prior to being awarded the M.D. degree. III. GRADING As used in these Academic Rules and Regulations, Pre-clerkship Curriculum is defined as courses of the first and second year curricula. Clinical Curriculum is defined as courses of the third and fourth year curricula. Core Clerkships are defined as: Medicine, Surgery, Pediatrics, OB/Gyn, Family Medicine and Psychiatry. A. Grading System: 1. Pre-clerkship Curriculum Pass Conditional Pass Fail Audit Withdrawal Withdrawal (in Academic Difficulty) Advanced Standing Not for Credit 2. Clinical Curriculum P CP F AUD W WF ADV NC Honors 4 High Pass 3 Pass 2 Conditional Pass 1 Fail 0 Audit AUD Withdrawal W Withdrawal (in Academic Difficulty) Withdrawal (because of withdrawal from the medical school) Advanced Standing Not for Credit WF WW ADV NC All one week courses are graded on a pass/fail basis and are noted as P or F on the transcript. These are the only grades submitted to the Registrar's Office. In addition, departments may submit a written appraisal of each student at the end of each course. B. Withdrawals: (see also section VIII.E) 152

153 Withdrawal from a course in progress is indicated on the transcript by W when a student is in satisfactory academic standing in that course and by WF when a student is in academic difficulty in that course. C. Incomplete: Incomplete is not a grade, but a notation that a grade cannot be determined because the student has been unable to complete all or part of the course due to extenuating circumstances (e.g., illness, death in family, etc.). Extenuating circumstances must be validated by the Dean of Student Affairs before the course director may grant an Incomplete. This notation is not to be used to denote unsatisfactory performance. A notation of Incomplete will be replaced by a grade when a student has made up the missing material and/or taken the necessary examination(s) as approved by the course, clerkship or elective director. For students entering the second year curriculum, this must be done one week before the start of any second year course or block. For students entering the clinical curriculum, this must be done prior to one week before the start of the student's first clerkship. Any notations of Incomplete remaining beyond these time limits will be converted to a grade of Fail. Incompletes in core clerkships must be completed no later than four months after completion of the last core clerkship, except as approved by the Dean of Student Affairs. D. Auditing Classes: A student may elect to audit a course upon approval of the Dean of Student Affairs. The name of an auditing student appears on the class roster provided by the registrar. Tuition is charged for an audited course. Audited courses will appear in the student's official record. There will be no credit recorded for the audited course. E. Extramural Courses: Courses taken outside the institution prior to matriculation at Robert Wood Johnson Medical School may be approved for credit by the individual department. Extramural courses taken by Robert Wood Johnson Medical School students following their matriculation at Robert Wood Johnson Medical School will be accepted for credit only under one of the two following circumstances: 1. The extramural course has been approved for remediating a course failure. 2. The extramural course is an approved elective. IV. LIMITS ON LENGTH OF THE ACADEMIC PROGRAM A. Unless otherwise approved by the Academic Standing Committee, the maximum allowable time limits for components of the overall academic program are as follows: 1. Pre-clerkship studies: 3 years 2. Clinical studies: 3 years 3. Pre-clerkship plus Clinical studies: 6 years 4. Leaves of absence: total accumulated leaves of absence (medical and/or personal) may not exceed 2 years 153

154 5. Pursuit of Ph.D.: 4 years 6. Pursuit of other approved academic programs (e.g. J.D., M.B.A., M.P.H., Student Scholar) or research activities: 3 years (unless extended for one additional year by approval of the Dean of Student Affairs). B. The overall maximum allowable time from matriculation to completion of requirements for the M.D. degree is 10 consecutive calendar years. V. PROCEDURES FOR RE EXAMS FOR FIRST AND SECOND YEAR CURRICULA A. Re-examinations, after a grade of Fail or Conditional Pass has been filed with the Registrar, may be given at the discretion of the block or course director involved, except as restricted by the Academic Rules and Regulations. Regulations concerning re- examinations will be issued in writing by the block or course director at its start. Based on a student's performance, a block or course director may decide that the student may not be permitted to take a re-examination, but must repeat the entire block or course. B. The schedule for re-examinations for both first and second year students will be approved by the Dean of Student Affairs in consultation with the appropriate block or course director to ensure coordination of re-examination procedures. C. Only one re-examination is permitted in each course. Petitions for exceptions must be supported by both the student and the block or course director and require specific approval of the Academic Standing Committee. D. All re-examinations are to be given on the premises of Robert Wood Johnson Medical School. E. Students failing a course taken at Robert Wood Johnson Medical School for the second time will not be allowed a re-examination and will be subject to dismissal. This rule applies also to those students who did not take a re-examination after the first failure. VI. PROCEDURES FOR REMEDIATING OR REPEATING COURSES AFTER FAILURE OF INITIAL REMEDIATION ATTEMPT IN THE FIRST AND SECOND YEAR CURRICULA A. After a failure in a re-examination, a block grade of CP will remain and will require a summer remediation. The specifics of the remediation will be determined by the relevant course or block director. Upon completion of the required remediation, a student's final grade must be recorded as either Pass or Fail. After the re-examination period, any student for whom remediation is required in more than two courses, will not be permitted to undergo any summer program of remediation and will be required to repeat the courses in their entirety. If no summer remediation program is permissible then the block grade of CP will be converted to a grade of Fail by the block director. B. After the summer remediation period, failures may be remediated by repeating the block at Rutgers Robert Wood Johnson Medical School during the next academic year. 154

155 C. Students receiving multiple non-passing grades in the first and second year curricula may after review by the Academic Standing Committee be required to repeat some or all of the appropriate courses, whether passed previously or not. D. If a student has failed a block after taking it for a second time at Rutgers Robert Wood Johnson Medical School, the student will not be permitted to remediate and will be considered for dismissal. E. If the failed course or block is no longer offered at Rutgers Robert Wood Johnson Medical School because of a change in curriculum, the Academic Standing Committee shall determine which courses or blocks must be taken in the subsequent academic year to satisfy the requirements of the curriculum. Failure of any such course or block will be considered as a failure of the same course for a second time and the student may be subject to dismissal. VII. PROCEDURES FOR REMEDIATION IN THE THIRD AND FOURTH YEAR CURRICULA Remediation of grades of Pass or higher is not permitted. A. REQUIRED COURSES 1. A grade of Conditional Pass (CP) will require remediation. The specifics of the remediation will be determined by the relevant clerkship director. Remediation may include clinical duties, an examination, both clinical duties and an exam, or other specific remedial programs. The duration of such remediation may not exceed four weeks; students whose clinical deficiencies require a longer remedial period should be given a grade of Fail. Upon completion of the required remediation, a student's final grade must be recorded as either Pass or Fail. 2. After a grade of Fail has been filed with the Registrar, the student must repeat the clerkship in its entirety except as restricted by the Academic Rules & Regulations. 3. Remediation of a course will be scheduled at a time approved by the Course Director and the Dean of Student Affairs. Remediation of core clerkships must be completed no later than four months after completion of the last core clerkship, except as approved by the Dean of Student Affairs. All remediation of third year core clerkships must be completed before engaging in fourth year core rotations except with permission of the Dean of Student Affairs in consultation with the relevant fourth year course director. 4. All re-examinations are to be given on the premises of Rutgers Robert Wood Johnson Medical School. 5. A student who has received multiple non-passing grades in clerkships may, after review by the Academic Standing Committee, be denied the opportunity to remediate these grades by re-examination or additional clinical experience." Such students may be required to repeat some or all of the clerkships, whether passed previously or not. 6. Students who have failed a clerkship for a second time will be subject to dismissal. B. ELECTIVES 155

156 1. A grade of Conditional Pass will require remediation. The specifics of the remediation will be determined by the relevant course director. Remediation may include clinical duties, an examination, both clinical duties and an exam, or other specific remedial programs. The duration of such remediation may not exceed the duration of the elective taken; students whose clinical deficiencies require a longer remedial period should be given a grade of Fail. Upon completion of the required remediation, a student's final grade must be changed to either Pass or Fail. 2. A grade of Fail requires remediation. Remedial work, ordinarily, will be done in the same division as that of the failed course, but may be done in a different division if approved by the student's advisor, Chair of the department in question, and Dean of Student Affairs. 3. Remediation must be scheduled as soon as possible, at a time mutually agreed upon by the course director, the Dean of Student Affairs, and the student. Students must remediate all failures before graduation. 4. Grades of Conditional Pass and Fail on away electives will require remediation. Remedial work, ordinarily, will be done in the same division as that of the failed course, but may be done in a different division if approved by the student's advisor, Chair of the department in question, and Dean of Student Affairs. VIII. PROCEDURES REGARDING STUDENTS IN ACADEMIC DIFFICULTY AND OTHER MATTERS OF ACADEMIC STANDING A. Academic Difficulty: For the purposes of the Academic Rules and Regulations, academic difficulty is defined as having an unremediated course failure or being in clear danger of failing a block or course (as certified by the block or course director) or receiving a grade less than Pass while on Academic Warning. B. Transcript entries after remediation: 1. If a student is taking a block or course for the first time, a grade of Fail or Conditional Pass may be changed to Pass by the block or course director upon satisfactory completion of a reexamination or of limited course work. For the pre-clerkship curriculum, this must be completed prior to one week before the start of the next academic year. Only students who receive Fail or Conditional Pass may be permitted to improve their grades. The original and the improved grade will both appear on the transcript. 2. When a student has failed a block or course and is permitted to satisfy the requirement by repeating a block or course at Rutgers Robert Wood Johnson Medical School or by passing a remediation program approved by the appropriate block director and by the Dean of Student Affairs, an additional transcript entry without alteration of the original grade will appear. Successful completion of a course at another approved institution will result in a transcript entry without a specific grade. 3. A notation of Incomplete will be replaced by a grade by making up the missing material and/or taking the necessary exam(s) as approved by the block, clerkship or elective director. For students entering the second year curriculum, this must be done one week before the start of any second year course or block. Incompletes in core clerkships must be completed no later than four months after the completion of the last core clerkship or November 1st of the academic year of anticipated graduation, whichever date is earlier, except as approved by the 156

157 Dean of Student Affairs. Any notations of Incomplete remaining at this time will be converted to a grade of Fail. C. Policy on Withdrawal from Blocks, Courses, Clerkships, or Electives: 1. Before receiving permission to withdraw from a block, course, clerkship or elective, the academic status of the student will be reviewed by the Dean of Student Affairs in consultation with the block, course, clerkship or elective director. Permission to withdraw must be approved by both the Dean of Student Affairs and the Chair of the Academic Standing Committee. In the event of a disagreement, an ad hoc committee of at least four members of the Academic Standing Committee plus the Chair may be convened to resolve the matter. 2. Withdrawal will be recorded in one of two ways: a. Withdrawal when a student is not in academic difficulty in that block, course, clerkship or elective will be indicated as W. b. Withdrawal from a block, course, clerkship or elective in which a student is currently in academic difficulty will be indicated on the transcript as WF. 3. Limitations on Withdrawal: a. Students whose academic performance as determined by the block, course, clerkship or elective director is sufficiently poor as to preclude passing the course will not be permitted to withdraw. b. A student will be permitted to withdraw only once from any given block, course, clerkship or elective. c. A student who has previously failed a block or course will not be permitted to withdraw in academic difficulty when repeating that block or course. 4. A student who has withdrawn from a block or course may not substitute a summer remedial course in place of completing that course at Robert Wood Johnson Medical School. 5. A student who withdraws from a block, course, clerkship or elective when in academic difficulty, and fails it the next time it is taken, is entitled to the usual remediation procedures (re-examination/summer course). If remediation is unsuccessful, the student will be subject to dismissal. D. Professionalism and Behavior: 1. When problems are noted in a student's behavior indicating that the student lacks the personal qualifications and attributes deemed necessary to perform the duties of a medical professional as referred to in Section II, action will be initiated by an Office of Education Dean. Such action may include referral to the Academic Standing Committee. 2. The Academic Standing Committee will review the academic record of any student for whom two or more Professionalism Conduct Forms have been submitted. Such review may result in placement on Academic Warning or consideration for dismissal. E. The Academic Standing Committee will review the academic record of any student who has received within one academic year (irrespective of re-examination or other remediation): 1. One or more initial grades of Fail in pre-clerkship blocks or courses. 2. Two or more grades of WF in pre-clerkship blocks or courses. 3. One or more initial grades of CP, Fail and/or WF in a clinical course. 4. Failure of the Summative Clinical Skills Assessment. 157

158 Such students may be placed on Academic Warning, and may be required to alter their subsequent proposed academic schedule. F. Students on reduced academic loads must receive grades of Pass or better. Therefore, for students on reduced schedules, any grade of CP, F or WF will serve as grounds for review and may result in placement on Academic Warning and/or consideration for dismissal by the Academic Standing Committee. G. Any student repeating a previously failed block or course or repeating a block or course to fulfill a requirement of the Academic Standing Committee or the Dean, must achieve a grade of Pass or better. Failure to achieve a grade of Pass or better will serve as grounds for review by the Academic Standing Committee and may result in placement on Academic Warning and/or consideration for dismissal. H. Limitations on number of failing grades for students taking a full academic load: Consideration for dismissal from the medical school will result under the following conditions. For purposes of calculation, grades of WF and initial grades of CP are equivalent to one-half of an initial grade of Fail. In addition, a CP which converts to a Fail is equivalent to an initial grade of Fail: 1. Two or more initial grades of Fail, three or more initial grades of CP, or one initial grade of Fail and one initial grade of CP are received (irrespective of remediation) in blocks of the first year curriculum. 2. Two or more initial grades of Fail, three or more initial grades of CP, or one initial grade of Fail and one initial grade of CP are received (irrespective of remediation) in blocks of the second year curriculum. 3. A total of three or more initial grades of Fail have been received (irrespective of remediation) in blocks of the first and second year curricula combined. If a student matriculated prior to August 2010, combined grades in blocks and courses will be considered. 4. Two initial grades of Fail or three or more initial grades of CP are received (irrespective of remediation) in the clinical curriculum. I. Review of students who have a change in status or adverse action while in a dual degree program: Any student who has a change in status or an adverse action while in a dual degree program will be reviewed by the Academic Standing Committee. Such review may result in placement on Academic Warning or consideration for dismissal. IX. APPEARANCE BEFORE ACADEMIC STANDING COMMITTEE A. A student may request to appear in person before the Academic Standing Committee to discuss matters of his or her academic standing that are within the jurisdiction of the committee. Such requests for appearances should be made in writing to the Dean of Student Affairs. Similarly, the Academic Standing Committee can request that a student make a personal appearance before it. B. When a student appears before the Academic Standing Committee, he or she may be accompanied by a maximum of three individuals affiliated with Rutgers Robert Wood Johnson Medical School. 158

159 X. REQUIREMENTS OF UNITED STATES MEDICAL LICENSING EXAM (USMLE) A. All students are required to take the USMLE Step 1 examination prior to the Introduction to the Clinical Experience course except with permission of the Dean of Student Affairs. In addition to all other requirements, no student may receive credit for more than two third year clerkships without first passing USMLE Step Students must pass the USMLE Step 1 exam within one calendar year of first taking the USMLE Step 1 exam. 2. Students who do not pass the USMLE Step 1 on the first attempt are allowed only two additional attempts within one calendar year following the first taking to successfully complete Step 1. Students may not take the USMLE Step 1 more than three times. 3. If a student has taken one clinical clerkship without having passed USMLE Step 1, the student shall be placed in a program of independent study and shall not be permitted to begin a second clerkship until the student has retaken USMLE Step1. 4. Students may not begin a third clerkship until notification of a passing score for USMLE Step 1 is received. B. In addition to all other requirements, all students must pass Step 2 (Clinical Knowledge) and Step 2 (Clinical Skills) of the USMLE to be eligible to graduate. All students must take the Step 2 CK and Step 2 CS exams by December 31 of the academic year of anticipated graduation, unless otherwise approved by a Dean of SA. XI. LEAVE OF ABSENCE PROCEDURES Students who have been granted a Leave of Absence shall notify the Dean of Student Affairs, in writing, of their intention to return, no later than 6 weeks before their intended return. Maximum cumulative medical and/or personal leave is two years. If after the maximum permissible period of a leave of absence the student does not return, it will result in an administrative withdrawal of the student from the medical school. Students who are on an approved Leave of Absence may, by approval of the Dean of Student Affairs, maintain their enrollment in the medical school. A. Non-Medical: 1. The student must submit a letter to the Dean of Student Affairs requesting a Leave of Absence and explaining the reasons for the request. 2. Requests for a Leave of Absence by students in good academic standing will be acted upon by the Dean of Student Affairs. Appeals of the Dean's decision may be made to the Academic Standing Committee. 3. Requests for a Leave of Absence by students in academic difficulty will be forwarded by the Dean of Student Affairs to the Academic Standing Committee for action. 4. Conditions which must be met before the student is permitted to return may be attached to the Leave of Absence by either the Dean of Student Affairs or the Academic Standing Committee. B. Medical: 1. Requests for a medical Leave of Absence should be made in writing to the Dean of Student Affairs, and must include a letter from the student's licensed health care professional and, at 159

160 the discretion of the Dean of Student Affairs, a health care professional designated by the school, documenting the need for a medical leave. 2. Upon return from a medical Leave of Absence, a letter from the student's licensed health care professional and, at the discretion of the Dean of Student Affairs, a health care professional designated by the medical school certifying readiness of the student to return to school is required 6 weeks prior to the intended return. 3. If after the maximum permissible period of a leave of absence the student is not found fit to return, it will result in an administrative withdrawal of the student from the medical school. XII. ACADEMIC WARNING Academic Warning is a condition that reflects the concern of the Academic Standing Committee about the academic performance of a student. A student on Academic Warning will remain enrolled in medical school and will be permitted to register for blocks or courses. A student on Academic Warning will be notified by the Academic Standing Committee that he or she has been judged by that committee to be encountering academic problems. If such difficulty persists, the student may be considered for dismissal as set forth in XIV.A.3. The duration and conditions for removal from Academic Warning must be stipulated in writing by the Academic Standing Committee. XIII. ACADEMIC SUSPENSION Upon consideration of a student for dismissal, the Academic Standing Committee may decide to place a student on academic suspension. A student on academic suspension will not be enrolled in medical school. The duration and conditions for removal from suspension must be stipulated in writing by the Academic Standing Committee. The designation of suspension will be recorded on the transcript. XIV. DISMISSAL A. Reasons for Dismissal: Reasons for dismissal include, but are not limited to, the following: 1. Failure of the same block or course taken twice at Rutgers Robert Wood Johnson Medical School. In this instance a re-exam will not be allowed. 2. Failure of Step 1 of the USMLE three times, or failure to pass Step 1 within the required time period. 3. Exceeding the limitation on number of failed blocks or courses as described in Sections VIII. F., G., H., or having other persistent academic difficulty. 4. Behavior which results in two or more Professionalism Conduct forms. 5. Absence of the personal qualifications and attributes deemed necessary to perform the duties of a medical professional. 6. Inability to complete the academic programs within the established time limits set forth in Section IV, including inability to complete the M.D. degree within ten years. 7. Failure to satisfy the conditions for removal from Academic Warning or Academic Suspension. 8. Deliberate falsification of admissions information or other official records. 9. Inability to complete the curriculum. 10. Adverse action while in a dual degree program. 160

161 B. Procedures for Dismissal: 1. The student is provided at least two weeks notice of a scheduled dismissal hearing and is given an opportunity to appear before the Academic Standing Committee to discuss reason(s) for dismissal. 2. The Academic Standing Committee makes a decision for or against dismissal after consideration of all the facts. 3. If the decision is made to dismiss a student, a letter is forwarded to the Dean of the School and to the student. The effective date of dismissal is two weeks after the date of this letter, unless an appeal to the Dean is pending. 4. A student may appeal the decision of the Academic Standing Committee to the Dean. Students wishing to appeal must contact the Dean's Office within two weeks of the date of the Committee's letter notifying the student of the Committee's decision to dismiss the student. 5. The Dean s decision regarding appeals is final. XV. SATISFACTORY ACADEMIC PROGRESS A. PURPOSE To establish rules and regulations governing satisfactory academic progress for Rutgers Robert Wood Johnson Medical School students. Sound academic principles require that students maintain satisfactory academic progress. In addition, federal regulations require the school to establish standards for students who are awarded federal financial aid that are at least as strict as the standards that apply to students who have not received federal assistance. In addition, the policy provides consistent application of standards to all students. B. ACCOUNTABILITY Under the direction of the Dean, the Deans for Student Affairs, the Registrar and the Financial Aid Office shall implement and ensure compliance with this policy. C. APPLICABILITY This policy shall apply to all matriculating students whether they are aid recipients or not. The Deans for Student Affairs shall review each student s progress annually, in the month of July for M1, M2 and M3 students. D. STANDARDS Standards for SAP are established by the Academic Standing Committee based upon the Academic Rules and Regulations. Occasionally, revisions are made in the Academic Rules and Regulations and these revised rules supersede all others, and are applicable to all classes immediately. a. Qualitative Standard: Students are required to earn a grade of Pass in preclerkship blocks, and a grade of Pass, High Pass or Honors in clinical courses in order to successfully complete a course. Grading System: 1. Pre-clerkship Curriculum Pass- P Conditional Pass- CP Fail- F 161

162 Audit- AUD Withdrawal-W Withdrawal (in Academic Difficulty)- WF Advanced Standing- ADV Not for Credit- NC ACADEMIC RULEEG. CADEMIC RULES AND REG. 2. Clinical Curriculum Honors- 4 High Pass- 3 Pass-2 Conditional Pass- 1 Fail- 0 Audit- AUD Withdrawal- W Withdrawal (in Academic Difficulty)- WF Advanced Standing- ADV Not for Credit- NC For purposes of calculation, grades of WF and initial grades of CP are equivalent to one-half of an initial grade of Fail. In addition, a CP which converts to a Fail is equivalent to an initial grade of Fail. Students will be considered to not be making Satisfactory Academic Progress (SAP) if any of the following circumstances apply and all non-passing grades have not been successfully remediated at the time of SAP review: 1. Student does not receive a grade of Pass or better on a reduced academic load. 2. When repeating a previously failed block or course or repeating a block or course to fulfill a requirement of the Academic Standing Committee or the Dean, student did not receive a grade of Pass or better. Transfer credits are not applicable to SAP review. 3. Student receives two or more initial grades of Fail, three or more initial grades of CP, or one initial grade of Fail and one initial grade of CP in blocks of the first year curriculum. 4. Student receives two or more initial grades of Fail, three or more initial grades of CP, or one initial grade of Fail and one initial grade of CP in blocks of the second year curriculum. 5. Student receives a total of three or more initial grades of Fail in blocks in the first and second year curricula combined. If a student matriculated prior to August 2010 combined grades in blocks and courses will be considered. 6. Student receives two initial grades of Fail or three or more initial grades of CP in the clinical curriculum. 7. Student does not pass the USMLE step 1 on the first attempt and is unable to successfully pass the exam on additional attempts within one calendar year following the first taking of the exam. 8. Student does not pass the Step 2 CK or CS exam within three attempts each. A student who has not passed Step 2 CK or CS by the expected graduation date, but has completed all other graduation requirements, the student will not be enrolled as full time and will not be eligible for financial aid. Transfer credits are not accepted and therefore not applicable to SAP review. Quantitative- The overall maximum allowable time from matriculation to completion of requirements for the M.D. degree is 10 consecutive calendar years. Students who have exceeded the maximum allowable time limits (noted below) for components of the overall academic 162

163 program, unless otherwise approved by the Academic Standing Committee, will be considered to have not made satisfactory academic progress. The maximum allowable time limits are: 1. Pre-clerkship studies: 3 years 2. Clinical studies: 3 years 3. Pre-clerkship plus Clinical studies: 6 years 4. Leaves of absence: total accumulated leaves of absence (medical and/or personal) may not exceed 2 years 5. Pursuit of Ph.D.: 4 years 6. Pursuit of other approved academic programs (e.g. J.D., M.B.A., M.P.H., Student Scholar) or research activities: 3 years (unless extended for one additional year by approval of the Dean of Student Affairs). If a student who is enrolled as a Student Scholar receives any graduation credit (maximum of 8 weeks), that period of time will be included in the maximum allowable time period. Periods of Independent Study for the USMLE may be approved by the Dean of Student Affairs for incremental periods of up to 3 months. If a student remains on Independent Study for more than one year, the student will not be making satisfactory academic progress. E. NOTIFICATION OF LACK OF SAP Students whose records have been reviewed and who are not meeting one of the quantitative or qualitative standards are not making SAP. A letter is sent to the student in writing by the Dean of Student Affairs explaining the SAP status, and what needs to be accomplished to regain SAP status. The notification for annual reviews must also include explanation of the appeal process. Students who are deemed to be not making SAP are not eligible for financial aid funding. F. APPEAL Purpose of an appeal is to reinstate eligibility of Title IV aid. Students can appeal to the Academic Standing Committee by submitting a written request to appeal to the Dean of Student Affairs. A student can request to appear in person before the Academic Standing Committee to discuss matters that led to his or her non-sap status. If extenuating circumstances affected a student s ability to make SAP, such student may appeal to the Academic Standing Committee (ASC) for financial reinstatement. If the ASC approves an appeal, the student will be placed on Financial Aid Probation for one term (equivalent to one semester). If the time needed to achieve SAP will be longer than one term (semester) the student will be provided an Academic Plan endorsed by the ASC. I. Financial Aid Probation-When an appeal is approved by the ASC the student will be placed on Financial Aid Probation, which will make the student eligible to receive Title IV funding for one payment period, equivalent to one term. II. Academic Plan-An Academic Plan will be provided to students who will require more than one payment period to regain SAP due to circumstances out of their control (i.e. courses not offered at next payment period). An academic plan will be developed by the Deans of Student Affairs and the Registrar and will be endorsed by the ASC. 163

164 When a student appears before the Academic Standing Committee, he or she may be accompanied by a maximum of three individuals affiliated with Rutgers Robert Wood Johnson Medical School. G. DOCUMENTATION Documentation of decisions and data regarding SAP, financial aid warning or probation and appeals, shall be maintained in the Office of the Registrar and provided to the affected student and the Rutgers Office of Financial Aid. H. DISMISSAL AND WITHDRAWAL Students who are dismissed or withdrawn from the school are not deemed to be making SAP and are not eligible to receive financial aid. I. DISSEMINATION The policy on SAP will be disseminated to all newly matriculated students. All students will be notified yearly of the SAP policy which will be published yearly in the Student Handbook and on the Academic Rules and Regulations webpage. 164

165 University And School Policies GENERAL PRINCIPLES 167 HUMAN RIGHTS AND COMMITMENT TO DIVERSITY 167 RIGHTS OF THE DISABLED 167 RUTGERS ROBERT WOOD JOHNSON MEDICAL SCHOOL POLICIES 169 ESSENTIAL FUNCTIONS FOR ADMISSION AND MATRICULATION 169 POLICY ON CURRICULAR MODIFICATION FOR DISABLED STUDENTS 171 PROCEDURES FOR SEEKING ACCOMMODATIONS FOR LEARNING DISABILITIES 171 RUTGERS ROBERT WOOD JOHNSON MEDICAL SCHOOL CODE OF PROFESSIONAL CONDUCT 172 ASSESSMENT OF PROFESSIONALISM 178 POLICY ON LEARNER MISTREATMENT 181 EDUCATION INTEGRITY AND CONFLICT OF INTEREST POLICY EXCUSED ABSENCES 184 ID CARDS 186 INCLEMENT WEATHER 186 INDEPENDENT STUDY FOR THE USMLE 187 STUDENT PARTICIPATION IN EXTERNSHIP/NON-CREDIT CLINICAL EXPERIENCE POLICY 187 ARC LIBRARY USE POLICY 188 CRIMINAL BACKGROUND CHECK POLICY 188 GROSS ANATOMY LABORATORY USE POLICY 189 TUITION AND FEES 190 STUDENT OMBUDSPERSON 191 RUTGERS UNIVERSITY POLICIES 192 ACCEPTABLE USE POLICY FOR COMPUTING AND INFORMATION TECHNOLOGY RESOURCES 192 STUDENT USE OF PERSONALLY OWNED MOBILE COMMUNICATION DEVICES 195 DRUG-FREE ENVIRONMENT 196 RESEARCH MISCONDUCT 197 THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) 198 STUDENT TUITION AND FEE OBLIGATIONS 198 STUDENT RESIDENCY FOR TUITION PURPOSES 200 MILITARY LEAVE, ACADEMIC CREDIT AND TUITION REFUNDS 204 STUDENT EMPLOYMENT AT RHBS

166 STUDENT ACCIDENT AND HEALTH INSURANCE 206 STUDENTS WITH IMPAIRMENTS 206 INVOLUNTARY MEDICAL WITHDRAWAL 212 STUDENT IMMUNIZATION AND HEALTH REQUIREMENTS 217 STUDENT RIGHTS, RESPONSIBILITIES, AND DISCIPLINARY PROCEDURES 228 RECOMMENDATIONS FOR APPLICANTS FOR ADMISSION TO RBHS EDUCATION PROGRAMS 235 STUDENTS PARTICIPATING IN EDUCATIONAL ACTIVITIES OUTSIDE RUTGERS OR ANY OF ITS AFFILIATES 235 STUDENT AND HOUSESTAFF OMBUDSPERSONS AT RBHS 245 POLICY PROHIBITING DISCRIMINATION AND HARASSMENT 248 NEW JERSEY S CAMPUS SEXUAL ASSAULT BILL OF RIGHTS 252 TRANSFER AND RECEIPT OF MATERIALS (PATENTS)

167 General Principles Most of the policies in this section can be found at or Human Rights and Commitment to Diversity Rutgers, The State University of New Jersey is committed to the ideals of excellence in fostering an enriching learning community of students, faculty and staff from a broad spectrum of nations, cultures, and historical perspectives. Diversity is an integral component of human experience, and encompasses but is not limited to issues of race, ethnicity, culture, social class, national origin, gender, age, religious beliefs, sexual orientation, mental ability, and physical ability. Our collective goal is to create an institutional consciousness of diversity reinforced with equity and excellence through our policies, practices, and programs of inclusion, non-discrimination, and pluralism for all members of the University Community. Rights of the Disabled The community of Rutgers University is committed to providing equal educational access for individuals with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973, Section 508 of the Rehabilitation Act of 1998, and the Americans with Disabilities Act Amendments (ADAA) of An individual with a disability who is qualified for admission will have the same access to programs, services, and activities as all other students. Rutgers University will make reasonable modifications to its policies, practices, and procedures unless doing so would fundamentally alter the nature of the service, program, or activity, or pose an undue administrative or financial burden. The university will provide services in a manner that promotes independence and inclusion in all aspects of university life. 167

168 Rutgers Robert Wood Johnson Medical School Policies Essential Functions for Admission and Matriculation Please also refer to full Student Essential Functions policy. There are certain essential functions for physicians and medical students which must be met by all applicants and students. Because the MD degree signifies that the holder is a physician prepared for entry into the practice of medicine within postgraduate training programs, it follows that graduates must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. Candidates for the MD degree must have the use of certain sensory and motor functions to permit them to carry out the activities described in the sections that follow. They must be able consistently, quickly and accurately to integrate all information received by whatever sense(s) employed, and they must have the intellectual ability to learn, integrate, analyze and synthesize data. A candidate for the MD degree must have abilities and skills of five varieties including: observation; communication; motor; conceptual, integrative and quantitative; and behavioral and social. Technological accommodation is available to assist with a variety of disabilities and may be permitted for disabilities in certain areas. Under all circumstances, a candidate should be able to perform in a reasonably independent manner. The use of a trained intermediary means that a candidate s judgment must be mediated by someone else s power of selection and observation. Therefore, the use of an intermediary in the clinical setting is not permitted. Observation: Candidates and students must have sufficient vision to be able to observe demonstrations, experiments and laboratory exercises in the basic sciences. Examples are studies of microbiological culture, identification of normal and abnormal cells, identification of anatomical structures and interpretation of radiographic images. They must be able to observe a patient accurately at a distance and close at hand. Communication: Candidates and students must be able to communicate with patients and colleagues. They should be able to hear but technological accommodation is available and may be permitted for some disabilities in this area. Candidates and students must be able to read. The candidate and student must be able to communicate effectively with patients and family members and elicit a clinical history. Motor: Candidates and students should have sufficient motor function such that they are able to execute movements reasonably required to perform a physical examination, provide general care and emergency treatment to patients. Examples of emergency treatment reasonably required of physicians are cardiopulmonary resuscitation, administration of intravenous medication, the application of pressure to stop bleeding, the opening of obstructed airways, the closure of simple wounds and the performance of simple obstetrical maneuvers. Intellectual-Conceptual, Integrative and Quantitative Abilities: These abilities include measurement, calculation, reasoning, analysis and synthesis. Problem solving, the critical skill demanded of physicians, requires all of these intellectual abilities. In addition, candidates and students should be able to 168

169 comprehend three dimensional relationships and to understand the spatial relationships of structures. Behavioral and Social Attitudes: Candidates and students must possess the emotional stability required for full utilization of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, non-judgmental, non-prejudiced and effective relationships with patients. Candidates and students must be able to tolerate physically taxing workloads, to work within a team and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. Candidates and students must maintain appropriate personal hygiene and appearance. Honesty, compassion, integrity and concern for others are all personal qualities that are essential in medical students and physicians. Throughout the clinical curriculum, students must be able to consistently perform a complete history and physical exam on any patient regardless of the patient s race, religion, ethnicity, socioeconomic status, gender, age or sexual preference. The University will, if requested, provide reasonable accommodations to otherwise qualified enrolled students and applicants with disabilities unless: (a) such accommodations impose an undue hardship to the institution, or (b) direct threats of substantial harm to the health and safety of others due to the disability cannot be eliminated by any reasonable accommodations available that would allow the student to perform the essential functions, or (c) such accommodations fundamentally alter the educational program or academic standards. A student whose behavior or performance raises questions concerning his or her ability to fulfill these essential functions may be required to obtain evaluation and/or testing by a health care provider designated by the School, and to provide the results to the Student Health Service or the Student Wellness Program for the purpose of determining whether the student is fit to pursue the educational program. If the student is deemed fit to pursue the program, the School reserves the right to require actions recommended by the health care provider, including further testing, counseling, monitoring, leave of absence, etc. 169

170 Policy on Curricular Modification for Disabled Students It is the policy of the Robert Wood Johnson Medical School that no otherwise qualified person will be excluded from participation solely by reason of his or her disability. The faculty of the medical school has established certain essential requirements for admission and matriculation that must be met by applicants and students. When a person s disability does not allow participation in all aspects of the standard educational program, accommodations will be considered on a case by case basis. To request an accommodation, an accepted student or matriculated student must contact Dr. Norma Saks, Assistant Dean for Educational Programs and Director of the Cognitive Skills Program, at Dr. Saks will meet with the student and review the requested modification and the justification for the request. Dr. Saks may convene an ad hoc Curriculum Modification Committee as needed to address the request. The committee will be comprised of Office of Education deans, faculty involved in planning and monitoring the curriculum and academic progress, and medical experts as appropriate. The student may be requested to meet with the committee to present the requested modification and the justification for the request. The committee will review the circumstances of the individual involved and will consult with representatives of the academic departments affected by the potential program modification. The committee may seek other consultations or additional information as it deems necessary. The committee will make a determination as to whether a program modification can be made that will allow the student or applicant to have the possibility of meeting the requirements of the curriculum. This decision will be presented to the appropriate committee (i.e. Admissions or Academic Standing) for their further deliberations. The decision of the Curriculum Modification Committee is limited to the question of whether appropriate program modifications can be made that would be consistent with the requirements for the MD degree. The committee does not have the authority to make determinations about the admission, promotion, retention or dismissal of an applicant or student. Procedures for Seeking Accommodations for Learning Disabilities If you have been evaluated and have a documented learning disability: Schedule an appointment with Dr. Saks, Director of the Cognitive Skills Program by calling (732) Bring copies of your evaluation for her review before the scheduled meeting. After an interview and review of your documentation, if the documentation is found to support the need for accommodations, Dr. Saks will write to the Dean of Student Affairs recommending appropriate accommodation. The Dean of Student Affairs will consult with the committee designated to approve accommodations and, if approved, will notify the appropriate course/clerkship directors of the authorized accommodations. If the documentation is found to be insufficient further evaluation may be recommended. Students who have an approved accommodation must contact each course and/or clerkship director to determine the logistics for the accommodation. If you suspect you have a learning disability but have not been evaluated: Schedule an appointment with Dr. Saks ( ) to discuss the option of a brief preliminary screening, or Schedule an appointment with Dr. Saks to receive a list of professionals who are experienced in evaluating medical students to identify learning disabilities. You may arrange an appointment 170

171 with one of these professionals or seek a professional of your choice. This evaluation is at the student s expense but can be added to the financial aid budget. A copy of the report of testing should be sent to Dr. Saks. Dr. Saks will review the report and proceed as indicated above. Note: Documentation must be complete before accommodations will be granted. Testing accommodations during enrollment at Robert Wood Johnson Medical School do not guarantee that the National Board of Medical Examiners will grant the same or any accommodations for the USMLE. Robert Wood Johnson Medical School Code of Professional Conduct I. Preamble (Adapted from AAMC, Preservation of Student Rights and Confirmation of Student Responsibilities: Recommendations and Guidelines for the Students of the Organization of Student Representatives) A primary goal of medical school is the education of physicians who will meet the health care needs of society in a caring, competent, and professional manner. Thus, students are taught more than a series of facts and procedures, but are also socialized into the profession. A profession based on the ideals of service to others should be sensitive to the humanity of its practitioners, especially during training. Insensitivity during training runs counter to the fundamental tenets of medicine and impairs the ability of many physicians to maintain their idealism, caring, and compassion past training into their careers. This affects the quality of patient care as well as collegial relationships. II. Statement of Purpose This Code of Professional Conduct is designed to foster a sense of trust, responsibility, and professionalism among students, and between students and faculty. Its fundamental purposes are to ensure the integrity of the examination process, to promote ethical behavior in academic and clinical situations, and to develop a sense of responsibility to promote the integrity of the medical profession. III. Code of Professional Conduct A. The Code of Professional Conduct is an individual and collective responsibility of students and faculty of Robert Wood Johnson Medical School, who will work together to maintain honorable academic and clinical conduct. B. Students, faculty, and administration must advocate for a widely disseminated and assiduously implemented policy that addresses student conduct and treatment by: o setting forth expected standards of behavior for teachers, administrators, and students; o clearly describing examples of inappropriate and unacceptable behavior, such as: o physical punishment or physical threats o sexual harassment o discrimination based on race, religion, ethnicity, gender, sexual orientation, or physical disability o psychological punishment of a student by a particular superior (e.g., public humiliation, threats, intimidation, removal of privileges) o grading used to punish rather than to objectively evaluate performance o assigning tasks for punishment rather than educational purposes o requiring the performance of personal services o requiring the performance of tasks irrelevant to the student s education o taking credit for another individual s work 171

172 o o intentional neglect or lack of communication delineating procedures for dealing with breaches of the standard while protecting students from possible retribution for complaints. These procedures should include: o clearly defined avenues for complaints o procedures for investigation o protection and maintenance of confidentiality o procedures for conflict resolution, including mediation o disciplinary measures (sanctions); and o outlining a mechanism for prevention and education. C. Student Responsibilities: As a rule, rights and responsibilities go hand in hand in all facets of life. The following has been adapted from the American College of Physicians Ethics Manual (4th Edition, 1998) and modified towards students. A student shall be dedicated to providing competent medical service with compassion and respect for human dignity. In all instances, the student must maintain the dignity of the person, including respect for the patient s modesty and privacy. 1. NONDISCRIMINATION It is unethical for a student to refuse to participate in the care of a person based upon race, religion, ethnicity, socioeconomic status, gender, age, or sexual preference. It is also unethical to refuse to participate in the care of a patient solely because of medical risk, or perceived risk, to the student. It is not, however, unethical for the pregnant student to refuse to participate in activities that pose a significant risk to her fetus. 2. CONFIDENTIALITY The patient s right to the confidentiality of his/her medical record is a fundamental tenet of medical care. The discussion of the problems or diagnoses of an identified (or potentially identifiable) patient by professional staff or medical students in public places (for example, in elevators or in cafeterias) violates patient confidentiality and is unethical. Under no circumstances can any medical record be removed from the institution, nor is photocopying of the record permitted. For presentations or rounds, students are permitted to extract information but not copy wholesale parts of the chart. 3. PROFESSIONAL DEMEANOR The student should be thoughtful and professional when interacting with patients and their families. Inappropriate behavior includes the use of offensive language, gestures, or remarks with sexual overtones. Students should maintain a neat and clean appearance, and dress in attire that is generally accepted as professional by the patient population served. Under pressure of fatigue, professional stress, or personal problems, students should strive to maintain composure. The student should seek supportive services when appropriate. 4. MISREPRESENTATION A student should accurately represent herself or himself to patients and others on the medical team. Students should never introduce themselves as Doctor as this is clearly a misrepresentation of the student s position, knowledge, and authority. 172

173 5. HONESTY Students are expected to demonstrate honesty and integrity in all aspects of their education and in their interaction with patients, staff, faculty, and colleagues. They may not cheat, plagiarize, or assist others in the commission of these acts. The student must ensure the accuracy and completeness of his/her part of the medical record and must make a good faith effort to provide the best possible patient care. Students must be willing to admit errors and not knowingly mislead others or promote himself or herself at the patient s expense. The student is bound to know, understand, and preserve professional ethics and has a duty to report any breach of these ethics by other students or health care providers through the appropriate channels. The student should understand the protocol of these channels. 6. CONSULTATION Students should seek consultation and supervision whenever the care of a patient may be inadequate because of a lack of knowledge and/or experience. 7. CONFLICT OF INTERESTS When a conflict of interests arises, the welfare of the patient must at all times be paramount. A student may challenge or refuse to comply with a directive if its implementation would be antithetical to his or her own ethical principles, when such action does not compromise patient welfare. Gifts, hospitality, or subsidies offered by medical equipment, pharmaceutical or other manufacturers or distributors should not be accepted if acceptance would influence the objectivity of clinical judgment. Student interactions with commercial interests should conform to the American Medical Association (AMA) guidelines. 8. SEXUAL MISCONDUCT The student will not engage in romantic, sexual, or other nonprofessional relationships with a patient while the student is involved with the patient s care, even if the patient initiates or consents to the contact. The student is not expected to tolerate inappropriate sexual behavior on the part of other medical personnel or patients. 9. IMPAIRMENT The student will not use alcohol or drugs in a manner that could compromise patient care. It is the responsibility of every student to protect patients from an impaired colleague and to assist a colleague whose capability is impaired. The student is obligated to report to an appropriate authority any member of the health care team whose behavior exhibits impairment or lack of professional conduct or competence, or who engages in fraud or deception. Such reports must conform to established institutional policies. 10. CRITICISM OF COLLEAGUES It is unethical for a student to disparage the professional competence, knowledge, qualifications, or services of a colleague to a patient or a third party or to state or imply that a patient has been poorly managed or mistreated by a colleague without substantial evidence. Professional relations among all members of the medical community should be marked by civility. Thus, scholarly contributions should be acknowledged, slanderous comments and acts should be avoided, and each person should recognize and facilitate the contributions of others to the community The medical student will deal with professional staff and peer members of the health care team 173

174 in a cooperative and considerate manner. 11. RESEARCH The basic principle underlying all research is honesty. Scientists have a responsibility to provide research of high quality; to gather facts meticulously, to keep impeccable records of work done; to interpret results objectively, not force them into preconceived molds or models; and to report new knowledge through appropriate channels. Coauthors of research reports must be well enough acquainted with the work of their coworkers that they can personally vouch for the integrity of the study and the validity of the findings, and they must have been active in the research itself. Plagiarism is unethical. To consciously incorporate the words of others, either verbatim or through paraphrasing, without appropriate acknowledgement is unacceptable in scientific literature and may have legal consequences. 12. EVALUATION Students should seek feedback and actively participate in the process of evaluating their teachers (faculty as well as house staff). Students are expected to respond to constructive criticism by appropriate modification of their behavior. When evaluating faculty performance, students are obliged to provide prompt, constructive comments. Evaluations may not include disparaging remarks, offensive language, or personal attacks, and should maintain the same considerate, professional tone expected of faculty when they evaluate student performance. 13. TEACHING The very title doctor, from the Latin docere, to teach, implies a responsibility to share knowledge and information with colleagues and patients. It is incumbent upon those entering this profession to teach what they know of the science, art, and ethics of medicine. It includes communicating clearly with and teaching patients so that they are properly prepared to participate in their own care and in the maintenance of their health. The following are not specific responsibilities of students; they are physician s responsibilities, although students are frequently asked to take these on. 14. DISCLOSURE In general, full disclosure is a fundamental ethical requirement. The patient must be well informed to make health care decisions and work intelligently in partnership with the medical team. Information that the patient needs for decision making should be presented in terms the patient can understand. If for some reason the patient is unable to comprehend, there should be full disclosure to the patient s authorized representative. 15. INFORMED CONSENT Students are to understand the importance of the obligation to obtain informed consent from patients, but are not responsible for obtaining such consent. It is the physician s responsibility to ensure that the patient or his/her surrogate be appropriately informed as to the nature of the patient s medical condition, the objectives of proposed treatments, treatment alternatives, possible outcomes, and the risks involved. The physician s presentation should be understandable to the patient and unbiased. The patient s or surrogate s concurrence must be free and uncoerced. 174

175 IV. General Procedures (adapted from the Dartmouth Medical School Honor Code) A. Student allegations of infractions of the Code of Professional Conduct will be investigated by the Student Professional Conduct Committee (SPCC) or by the Associate Dean of Student Affairs. After all allegations have been thoroughly investigated, the Committee or Associate Dean may decide: -No infraction has occurred. -An infraction may have occurred with satisfactory explanation. -An infraction may have occurred with unsatisfactory explanation. B. When no infraction has occurred, the case will be dismissed. Instances in which an infraction may have occurred with satisfactory explanations will be kept in the committee s records until the student s graduation, at which point they will be destroyed. Instances in which an infraction may have occurred with unsatisfactory explanation will be referred to the Associate Dean of Student Affairs and to the Hearing Body for Student Rights for review. C. Review of allegations of infractions of the Code of Professional Conduct by the SPCC does not preclude further consideration or action by the Associate Dean for Student Affairs or by the Hearing Body on Student Rights convened pursuant to the university s Student Disciplinary Procedure. In cases where the Hearing Body is convened, recommendations shall prevail and supersede any decision by the SPCC. V. Procedures for Reporting Suspected Infractions of the Code A. When a student witnesses an event he/she feels is an infraction, he/she may: 1. approach the individual and gain a satisfactory explanation that there was no intent to breach the code. It is hoped that most events will be dealt with in this manner. 2. contact a member of the Student Government and request an SPCC meeting. 3. report the incident to the Associate Dean for Student Affairs for review and possible referral to the Hearing Body for Student Rights B. If a faculty member witnesses an action he/she feels is dishonest, the faculty member may choose to: 1. approach the individual and gain a satisfactory explanation that there was no intent to breach the code. It is hoped that most events will be dealt with in this manner. 2. contact a member of the Student Government and request an SPCC meeting. 3. report the incident to the Associate Dean for Student Affairs for review and possible referral to the Hearing Body for Student Rights C. The chairperson of the SPCC shall inform the accused student(s) that the issue is being brought to the Committee. The accused student(s) has the right to know of his/her accuser. D. If a student accused by a fellow student refuses to participate in the Committee investigation, the chairperson shall submit all known information to the Associate Dean for Student Affairs for review and possible referral to the Hearing Body for Student Rights. VI. Procedures for Selection of the Student Professional Conduct Committee A. At the beginning of each academic year, the student body shall elect from among its members a chairperson for the Student Professional Conduct Committee. This individual shall convene all SPCC meetings throughout the academic year. The chairperson shall have no vote on the committee. B. If an event warrants investigation by the SPCC: 1. The chairperson shall draw a list of ten students randomly from the medical school enrollment, including third-and fourth-year students. 175

176 2. The accused student may exclude members of his/her own class prior to the random selection of ten students. 3. The accused student may exclude a maximum of five students from the selected ten students to avoid personal conflict. 4. A committee of five is then constituted from the remaining eligible students in rank order of their selection. 5. Every student has an obligation to serve on the SPCC. Exemptions may be approved by the chairperson in instances of major conflict. VII. Committee Procedures A. The Student Professional Conduct Committee shall meet within 10 days after the selection of its five members. B. Minutes shall be recorded of all Committee meetings. The minutes shall be maintained with strict adherence to confidentiality. C. All deliberations of the Committee shall be kept in strictest confidence by all involved. D. An accused student may invite witnesses of the alleged infraction to the committee meeting. The Committee chairperson shall be informed of such invitations so that witnesses for the accused student may be duly notified of the meeting. E. The Committee shall listen to complete statements from the accused and all invited witnesses. Faculty members may be consulted by the Committee if clarification regarding the infraction is necessary. F. After all available facts have been heard, the Committee must decide the following: 1. No infraction has occurred. 2. An infraction has occurred with satisfactory explanation. 3. An infraction has occurred with unsatisfactory explanation. G. Cases ending in no infraction will be dismissed. H. Cases in which an infraction may have occurred with satisfactory explanations will be kept in the Committee s records until the student s graduation, at which point they will be destroyed. Records will be held in an administrative office of Robert Wood Johnson Medical School that has no bearing on the evaluation of the medical student. Outdated cases will be destroyed by the chair of the SPCC on a yearly basis. I. Cases in which an infraction may have occurred with unsatisfactory explanation will be referred to the Associate Dean for Student Affairs and to the Hearing Body for Student Rights. J. Accused student(s) shall be informed in writing of the Committee s decision and action within two (2) calendar days. In cases where the case is dismissed, if appropriate, the chairman will advise the student how to avoid such misunderstandings in the future. VIII. Confidentiality A. Allegations of dishonesty and actual investigations require that the strictest confidentiality is maintained by Committee members and all others involved. An accused student has the right to know the nature of the accusation and the name(s) of his/her accuser, confidentiality must be maintained about a particular allegation. Violations of confidentiality will be construed as violations of the Code of 176

177 Professional Conduct itself, and handled accordingly. B. The SPCC shall maintain confidential minutes of its meetings. Minutes pertaining to an individual student shall be maintained throughout his/her enrollment at Robert Wood Johnson Medical School. These minutes will be stored in an administrative office of Robert Wood Johnson Medical School that has no bearing on the evaluation of the medical student. Outdated cases will be destroyed by the chair of the SPCC on a yearly basis Assessment of Professionalism Professionalism is an important and valued requirement of all components of a student s academic performance at Robert Wood Johnson Medical School. Students are expected to perform in a consistently professional manner in order to successfully complete their academic program. Professionalism encompasses many facets of behavior expected of a physician, including actions reflecting the following: Appropriate interpersonal interactions/skills and respectful and effective relationships with patients, peers, and other professionals Striving for self-improvement and adaptability Commitment to professional responsibility, reliability, honesty, integrity, maturity, and altruism Since the medical school is committed to training future physicians who possess these and other attributes that reflect adherence to professional standards of behavior, such attributes are formally assessed throughout training. Faculty may identify students who they feel have failed to exhibit professional behavior within the context of their course or clerkship by completing a Professionalism Conduct Form. When a faculty or staff member feels a student has behaved unprofessionally outside the context of a course or clerkship, they may approach a Dean of Education regarding the behavior. If, after investigating the report, the Dean of Education feels a Professionalism Conduct Form is warranted, such a form may submitted by that Dean. Completed Professionalism Conduct Forms are reviewed by the appropriate committee of Course Directors or Clerkship Directors (e.g., a reported incident which occurred in a first-year course would be reviewed by the First-Year Course Directors Committee). In cases where an incident occurs outside of a specific Course or Clerkship, a Dean of Education may submit a Professionalism Conduct Form to that Course or Clerkship Directors committee corresponding to the student s current year of study. A decision regarding whether or not to place a Professionalism Conduct Form in a student s file will be made by the reviewing committee. The student will be notified of the committee s decision by a Dean from the Office of Student Affairs. In accordance with the Academic Rules and Regulations (Section VIII.D.2), The Academic Standing Committee will review the academic record of any student for whom Professionalism Conduct Forms have been submitted from two or more courses or clerkships. Such review may result in placement on Academic Warning or consideration for dismissal. If, at the time of graduation, only one Professionalism Conduct Form is in the student s file, this form will not be included in the permanent record. The Professionalism Conduct Forms may be found on the next two pages of this Handbook. 177

178 Rutgers Robert Wood Johnson Medical School First & Second Year Students Professionalism Conduct Form Student name (type or print legibly) Course Course Director or Dean of Education (type or print legibly) Semester Year Faculty Member/Course Director/Dean s Signature: Date: Date this form was discussed with the student: Approved by Course Director Committee Circle one: M1 M2 Date: This form is to be used to evaluate the level of professionalism of the future physicians in training at Robert Wood Johnson Medical School. The form is to be filled out by a faculty member/course director in the spirit of professional and collegial interaction. This student needs further education or assistance with the following: (check all that apply) Reliability & Responsibility: Development of accountable and dependable behavior as it relates to oneself and others. Performing assigned duties & tasks, assigned, in a timely manner. Honesty/Integrity: Being truthful with patients, peers, and professional work (documentation, research, presentations, representation of work). Maturity: Taking responsibility for own actions. Accepting constructive feedback. Recognizing limitations and seeking help. Incorporating feedback in order to make changes in behavior. Interactions with Patients: Acting and dressing in a professional manner when patients are present. Establishing rapport. Being sensitive to the needs of and respectful of patients. Establishing and maintaining appropriate boundaries in clinical work and learning situations. Relationships with students, faculty, & staff: Conveying respect for other students, faculty and staff through attitudes, actions, and behaviors. Interacting constructively and behaving appropriately with others in small groups and group discussion settings Relating well to fellow students, faculty and staff in a learning environment. Please explain above: Other feedback: (on reverse) 178

179 Rutgers Robert Wood Johnson Medical School Clerkship Professionalism Conduct Form Student name (type or print legibly) Clerkship Site Director/Clerkship Director/Dean of Education Dates of Rotation Site Clerkship Director s Signature: Date: Was this form discussed with the student? Circle one: No Yes Date: Approved by M3/M4 Clerkship Director Committee Date: This form is to be used to evaluate the level of professionalism of the future physicians in training at Robert Wood Johnson Medical School. The form is to be filled out by a faculty member/clerkship director/dean of Education in the spirit of professional and collegial interaction. This student needs further education or assistance with the following: (check all that apply) Professional Responsibility: Student needs frequent reminders regarding attendance/punctuality. Student needs frequent reminders to fulfill responsibilities toward patients, and toward others on the health care team. Student does not seek help appropriately. Student cannot be trusted to perform tasks independently within his or her own ability. Student misrepresents or falsifies data/information/patient-care activities. Student does not assume appropriate share of team work/call. Student does not inform supervisor when mistakes occur. Student dresses inappropriately (context specific) or is deficient in personal hygiene. Self-Improvement and Adaptability: Student displays arrogance or disrespect in relationships toward other health care team members/patients. Student resists/is defensive toward constructive criticism. Student does not recognize inadequacies/does not seek advice and/or resists appropriate help in making changes. Relationships with Students, Faculty, Staff, Patients: Student uses inappropriate language in discussion with patients or other health care professionals. Student becomes abusive or critical during times of stress. Student does not maintain appropriate boundaries in work/learning/patient care situations. Student abuses his own privileges and power with patients/others. Student does not respect the wishes of patients. Student shows disrespect for others based on race, gender, religion, sexual orientation, age, disability, intelligence and SES. Please explain above: Other feedback: 179

180 Policy on Learner Mistreatment Rutgers Robert Wood Johnson Medical School is committed to maintaining a positive learning environment and the highest standards of behavior concerning the teacher-student relationship. We believe that teaching and learning should take place in a climate of mutual respect where students are evaluated based on ability and academic performance. The medical school maintains its commitment to preventing student abuse through education, by providing support for those subjected to mistreatment and by responding with corrective action. This policy addresses the behaviors required from all those who are in training sites, including faculty members, residents, nurses, staff, or students in a teaching role. It is intended to ensure an educational environment in which students, staff, volunteers, and faculty may raise and resolve issues without fear of intimidation or retaliation. STANDARDS Student mistreatment, abuse, or harassment will not be tolerated in the course of the teacher-learner relationship. Examples of inappropriate behavior or situations that would be unacceptable include: Unwelcome physical contact, including any physical mistreatment or assaults such as hitting, slapping, kicking, or threats of the same nature Verbal abuse (attack in words, to speak insultingly, harshly) Comments and jokes of stereotypic or ethnic connotation Inappropriate or unprofessional criticism intended to belittle, embarrass, or humiliate a student or others Requiring a student to perform menial tasks intended to humiliate, control, or intimidate the student Unreasonable requests for a student to perform personal services Grading or assigning tasks used to punish a student rather than to evaluate or improve performance Purposeful neglect or exclusion from learning opportunities as means of punishment Sexual assault Sexual harassment (refer to Policy Prohibiting Discrimination and Harassment, ) Discrimination based on race, religion, ethnicity, sex, age, sexual orientation, and physical disabilities Disregard for student safety While constructive criticism is appropriate in certain circumstances in the teacher-learning process, it should be handled in such a way as to promote learning, avoiding purposeful student humiliation. Feedback that has negative elements is generally more useful when delivered in a private setting that fosters discussion and behavior modification. All feedback should focus on behavior rather than personal characteristics and should avoid pejorative labeling. COMMUNICATION OF COMPLAINTS AND RESOLUTION MECHANISMS Communication of the Complaint: Given the sensitive nature of complaints and the perceived power differential in lodging complaints, multiple avenues must be provided for both direct and anonymous reporting of abuse or a negative learning environment. The faculty and administration must be able to assure learners that they will be protected when making truthful reports of abuse, even when their identity must be disclosed. Such responsible, confidential reporting is a professional obligation on the students part as members of our educational community. This will help to create a better learning environment for all. Rutgers Robert Wood Johnson Medical School Standards of Professional Conduct in the Learning Environment: The Rutgers Robert Wood Johnson Medical School Standards of Professional Conduct in 180

181 the Learning Environment outlines inappropriate behaviors or situations as well as procedures to address an infraction of standards. Procedures include contacting the Dean of Student Affairs (for student issues), Dean of Graduate Medical Education (GME) (for resident issues), Senior Associate Dean of the Graduate School (for graduate student issues), Nursing Supervisor (for nursing staff issues), or the University Ombudsperson. Formal complaint processes include, with the consent of the reporter, mediation with attempt at resolution, which may involve contacting the Department Chair, Program Director or Administrator; referral through the Dean to the Hearing Body for Student Rights (for student abuse); or referral to the Office of Ethics and Compliance. Other Communications Avenues for Medical Students: There are a number of additional mechanisms by which medical students are encouraged to report learning environment issues. Students are expected to complete course and clerkship evaluations at the end of each course or clerkship. These anonymous evaluations are available for review by the course and clerkship directors, departmental chairs and vice chairs, the Senior Associate Dean for Education and by the designated institutional officials (DIOs) for GME of the respective institutions. Additionally students may speak with the course or clerkship directors. Procedures for reporting and resolving learning environment issues when individuals are not employees of the medical school or full-time or volunteer faculty: All medical students, graduate students and residents have been given multiple avenues to report incidents, which include student affairs deans, other faculty, program directors, associate dean for GME, senior associate dean for the graduate school, etc. In the event that the person who caused the mistreatment is not faculty or a resident paid by the medical school, the following points of contact at each of the major clinical sites can be contacted by the UME, GME or graduate school officials or directly by the medical student, resident, graduate student. These points of contact will also serve when a nurse or other staff member, or other wants to report unprofessional conduct. Points of contact include Chief of Service, Nursing Director, and LEAP representative at the training site. Resolution Mechanisms Due to the sensitive nature of such complaints and the need to deal with these issues either without the consent of the reporter or without revealing the identity of the reporter, a number of mechanisms need to be in place for resolution and communication of the resolution of the issue. Formal Resolutions via University Policy: At the present time there exists a formal University Policy on sexual assault, sexual harassment and other types of harassment (Policy Prohibiting Discrimination and Harassment, ) which outlines responsibilities of the student or employee,, of the respondent, and of the supervisor of the respondent. Rutgers Robert Wood Johnson Medical School Procedures for Resolution: Once an alleged mistreatment has been identified there are multiple tiers of resolution. Any actions identified in the University Policies on sexual assault, sexual harassment and other types of harassment must be reported and handled in accordance with these policies. Resolution of reported actions which are not egregious or reported in an anonymous fashion will be up to the discretion of the course or clerkship director, residency program director or program director of the graduate program. Resolution of reported actions which are recurrent or egregious will be reviewed by the Senior Associate Dean for Education who will convene the education or hospital leadership appropriate to the situation. Course and clerkship directors should evaluate program faculty and approve their continued participation in the medical student education program based on student evaluation. The Senior Associate Dean and 181

182 Department Chairs must be notified when resolution includes removing a faculty from the teaching service. The Senior Associate Dean will decide which issues need to be brought to the attention of the Dean. Communication of Resolution: Once a negative learning environment or an alleged mistreatment of the learner by faculty, resident or nurse has been reported, the course or clerkship director, residency program director or program director for the graduate program should take an appropriate action and then communicate the resolution as specified above. Resolution of direct complaints can be made directly. Anonymously reported events can be communicated to groups of learners, e.g. the issue identified in your course/clerkship, evaluations regarding has been addressed. Remediation for recurrent episodes: A remediation exercise will be part of the Resolution Mechanism when there are recurrent episodes. Remediation exercises will be in a repertoire developed by the Education sub-committee. MONITORING AND ASSESSMENT The ongoing student input into CATS and the results of the annual AAMC Graduation Questionnaire (GQ) will be used to determine the overall status of the learning environment. A report will be provided to the Executive Council on an annual basis regarding an overall summary of the CATS feedback along with the details of the AAMC GQ. Other surveys may be used if they are needed to further elucidate areas of concern. The feedback from student class meetings and more informal meetings will be collected to preserve anonymity and provided to the Senior Associate Dean for Education who will provide it to the Dean as needed. Surveys will be examined not only for the overall results but for areas that had previously been shown to be problematic. In addition, initiatives that are successful, as identified through the focus groups or surveys will be replicated wherever possible. Education Integrity and Conflict of Interest Policy In order to maintain the integrity of the evaluation process in all courses, clerkships, electives and graduation requirements, a Robert Wood Johnson Medical School student should never be graded by a Robert Wood Johnson Medical School faculty member or a non-faculty physician who has seen the student as a patient. Students who choose to seek medical care from physicians within the faculty practice cannot subsequently choose or be assigned to rotate with those physicians as faculty preceptors in core clerkships or electives, as this is a conflict of interest. Students should also never be graded by a family member, friend, or evaluator with whom they have a relationship. Similarly, students cannot be evaluated by an individual who is in a group practice with a relative or friend of a student. Students must notify course, clerkship, and elective directors of any conflict of interest with faculty in their respective courses, clerkships, or electives, so that the director can ensure the integrity in the evaluation process. 182

183 Please refer to Acceptable Use Policy for Computing and Information Technology Resources and the Rights and Responsibilities for the Use of the University-Accessed Electronic Information Systems. It is the policy of the university that communication to students should be done using whenever possible. Other forms of conveyance should be used only when necessary. Faculty and members of the administration will often use to distribute class outlines and other important notices. ROBERT WOOD JOHNSON MEDICAL SCHOOL STUDENTS MUST CHECK THEIR DAILY. All Rutgers university students are required to obtain a Net-ID and official address. When ing faculty, administrators, and offices within the medical school, students must use s only. Excused Absences Excused absences from examinations or other required activities in the first-year or second-year curriculum may be granted only with authorization from a Dean of Student Affairs. Requests for excused absences in the third-year or fourth-year curriculum must first be made to the relevant Clerkship/Elective Director or designee. Permitted Reasons for Excused Absences Personal illness (if documentation is required, the documentation may not be from a family member) Personal emergency Family emergency Attendance at a national or regional professional conference either as a presenter of a scientific paper or as a delegate representing Robert Wood Johnson Medical School Religious obligations Adverse weather conditions (e.g. snow) are NOT an acceptable reason for an excused absence. If the medical school is not closed, your attendance is required. Jury Duty If you receive a summons for jury duty that interferes with your obligations at school, bring a copy of the summons to the Student Affairs Office. The Student Affairs Office will assist you in seeking a postponement by writing to the assignment judge. Procedures to Follow in the Event of Illness or Emergency a. Call the Student Affairs Office. b. Call the Course Director, Clerkship Director, or Elective Director. c. If required, bring a doctor s note or other appropriate documentation to the Student Affairs Office or Clerkship Director/Designee upon return to school. Pre-clerkship Curriculum Excused absences from examinations or other required activities in the first-year or second-year curriculum may be granted only with authorization from a Dean of Student Affairs. Excused absences may be permitted due to illness, personal or family emergencies, or other approved reasons. Documentation to support the need for the excused absence may be required. Requests for excused absences must be made in advance or at the time of the illness or emergency. Requests for excused absences due to significant family events or other anticipated events should be made at least 4 weeks in 183

184 advance. Requests for excused absences due to events that may be anticipated before the academic year begins (e.g., religious obligations/observance/practice) should be made prior to the start of classes in each academic year. Retroactive excused absences will not be granted. Any activity or examination missed as a result of an excused absence must be made up. The student is responsible for all missed work. The method for making up the missed examination or exercise shall be determined by the respective course or block director. If the missed work is not completed by the end of the course or block, an Incomplete will be submitted to the Registrar. An Incomplete is not a grade, but a notation that a grade cannot be determined because the student has been unable to complete all or part of the course or block due to extenuating circumstances. A notation of Incomplete will be replaced by a grade when the student has made up the missing material and/or taken the necessary examination(s) as approved by the department. For students entering the second year curriculum, this must be done one week before the start of any second year course or block. For students entering the clinical curriculum, this must be done prior to one week before the start of the student's first clerkship. Any notations of Incomplete remaining beyond these time limits will be converted to a grade of Fail. Clinical Curriculum (Clerkships and Electives) Requests for excused absences in the third-year or fourth-year curriculum must first be made to the relevant Clerkship/Elective Director or designee. Make sure to check with the individual clerkship/elective director about the excused absence policy. Some clerkships require notification of the site director directly, while other clerkships require that the clerkship director be notified directly. Requests for excused absences must be made in advance or at the time of the personal or family illness or emergency. Requests for excused absences due to significant family events or other anticipated events should be made at least 4 weeks prior to the start of the relevant clerkship/elective block. Retroactive excused absences will not be granted. Some clerkship-specific events are mandatory, cannot be excused, and may necessitate re-scheduling of your plans. The Student Affairs Office should be notified by of excused absences, when approved by the Clerkship/Elective Director. Clerkship/Elective Directors may opt to require validation from the Office of Student Affairs before granting a student s request for an excused absence. Individual clerkships/electives will determine whether time needs to be made up by the student for an excused absence. Students ordinarily are not permitted to accumulate more than 5 days of excused absences from 8-week clerkships (M3 Medicine and Surgery), more than 3 days of excused absences from 6-week clerkships (Family Medicine, Obstetrics, Gynecology & Reproductive Sciences, Pediatrics, and Psychiatry), or more than 2 days of excused absences from the Neurology Clerkship. These time limits include both days off for interviewing as well as days taken for illness. Students exceeding the established limits for excused absences will be referred to the Office of Student Affairs for consideration of granting a notation of Incomplete for the clerkship. Students unable to complete required makeup work prior to submission of grades for the clerkship/elective will also be considered for an Incomplete. An Incomplete is not a grade, but a notation that a grade cannot be determined because the student has been unable to complete all or part of the clerkship/elective due to extenuating circumstances. A notation of Incomplete will be replaced by a grade when a student has made up the missing material and/or taken the necessary examination(s) as approved by the department. Incompletes in core clerkships must be completed no later than four months after completion of the last core clerkship, except as approved by the Dean of Student Affairs. 184

185 Special note for requests that involve anticipated ABSENCES THAT WILL BE REPEATED OR RECURRENT: Requests for excused absences that will be repeated or recurrent throughout the year and involve multiple clerkships (e.g., absences due to religious obligations/observance/practice, chronic health conditions, etc.) should be made to the Office of Student Affairs prior to the start of each academic year. Such requests may be granted by Student Affairs in consultation with the Clerkship Directors. ID Cards All students are issued an identification card which gives you access to the building, privileges at the Media Library, and financial aid checks from the Cashier s Office. ID CARDS SHOULD BE WORN AT ALL TIMES when on school property. This mandate is for security purposes; individuals without identification should be reported to Security from the nearest house phone. This is especially important at night and on weekends when there are fewer people in the building and intruders are more likely to cause trouble. IDs will be replaced free of charge in case of changes in your name or due to damage from regular wear and tear. Stolen IDs will be replaced free of charge if the individual provides a police report. Replacement of IDs under all other circumstances, including loss or misplacement, may be obtained by: - Completing a replacement form obtained from Student Affairs; - Paying the Cashier s Office a replacement fee of $10 and obtaining a receipt; and - Going to Public Safety at 335 George Street, Liberty Plaza, New Brunswick, to obtain the actual ID card. Inclement Weather The President of the University or an official appointed by the President is authorized to cancel classes at the University or any part thereof in the event that weather conditions so dictate. Students on clinical clerkships are required to adhere to the following: 1. If an announcement of closure or delayed opening is not available sufficiently early to allow a student to travel safely to the assigned clinical affiliate, students should suspend their travel plans until such time that the University posts an appropriate message. 2. In cases where the University does not cancel classes and/or cancel outpatient services, students should follow the inclement weather procedures announced by their assigned clinical affiliate. 3. Students are responsible for informing their clerkship, elective, or course director as soon as possible of any lateness or absence. It is also the student s responsibility to make arrangements with the clerkship, elective, or course director to complete any hours missed, if required. For information on campus operating status during an emergency or inclement weather, please visit and Radio and television stations: New Jersey (FM) WCTC Radio (1450 AM) WCBS Radio (880 AM) The Breeze Radio (107.1 and 99.7 FM) WRNJ Radio (1510 AM, and 92.7 FM) 185

186 WRSU Radio (88.7 FM) Independent Study for the USMLE A student may request to take a period of Independent Study for the USMLE either (1) prior to taking the USMLE Step 1 for the first time, provided the student has experienced academic difficulty; by deferring the start of clerkships; or (2) after having been unsuccessful on the first attempt to pass USMLE Step 1 or Step 2. Students placed on Independent Study for the USMLE will have their schedules adjusted accordingly. A student wishing such a period of Independent Study must take the following actions: -Develop a plan for independent study in consultation with the Cognitive Skills Program. This plan must be approved by and countersigned by the Director of the Cognitive Skills Program. -The approved plan must be submitted to a Student Affairs dean. -The Student Affairs dean may authorize a period of Independent Study of up to 3 months. If, at the end of the initial period of Independent Study, the student wishes to extend the Independent Study for an additional period of up to 3 months, the student must submit to a Student Affairs dean a progress report that documents the accomplishments in fulfilling the initial study plan. Up to two extensions of Independent Study are allowed. If criteria for granting Independent Study or extension of Independent Study are not met and nonetheless the student wishes time to study for the USMLE, the student will be placed on Leave of Absence. While on leave of absence, the student is not eligible for financial aid. Students Participating in Externship/Non-Credit Clinical Experiences Policy If you will be participating in an approved non-credit clinical experience such as doctor shadowing experiences, participation in health fairs, or summer experiences in which student will be exposed to patients, you need to fill out the Externship form. This is the only way you can be covered for professional liability under the university s coverage. Sections A, B, C, and D of the form will be required to be completed prior to the start of the individual student s experience. If a clinical experience is at a site that is distant from Robert Wood Johnson Medical School, then students must mail or fax the form with the supervisor s signature in section D at the start of their experience. A revised form with Section E completed after the experience must be returned to the registrar s office when you return from the experience. In addition, you may also need to fill out the Exhibit B form. Look in the policies section for the policy on Students participating in educational activities outside RBHS or any of its Affiliates. Forms can be found at: 186

187 ARC Library Use Policy The Academic Resource Center (ARC) supplies reference materials for all medical students. Students in the M1/M2 curriculum can borrow materials for 24 hours. Students in the M3/M4 Curriculum can borrow materials for 7 days. Consequences for failure to return materials will be based upon the aforementioned borrowing limits. 1 st Offense: o Disable CORE account immediately until book is returned. o If book is returned within 72 hours, no further consequences. o After 72 hours, students will be charged for the reference and fined $ nd Offense: o Disable CORE account immediately o Student will be charged for the reference and fined $150. o No borrowing for 30 days 3 rd Offense: o Disable CORE account immediately o Student will be charged for the reference and fined $150. o No borrowing for 60 days What Disabling Your CORE Account Means: - Depending on the days during which your account is disabled, you can t submit your formative assessment. - You cannot access wikis or lecture materials posted on Robert Wood Johnson Medical School AMP - You cannot access exam grades or solutions to formative assessments. - You cannot access AMP for clerkship materials or for review of MSPE. - You cannot log into CATS to record clinical experiences. The ARC will look into purchasing additional references and all book charges and fines will used to replace and upgrade the current collection Criminal Background Check Policy As a condition of admission and continued enrollment, students may be required to authorize Rutgers to obtain criminal background check(s). Students may also be required to obtain a background check themselves or authorize clinical training facilities to conduct this check, and to permit the results to be provided by the reporting agency to Rutgers and/or to clinical facilities. Offers of admission will not be considered final and enrollment will not be permitted until completion of the background check, with results deemed favorable by Rutgers. If the results of the background check(s) are not deemed favorable by Rutgers, or if information received indicates that the student has provided false or misleading statements, has omitted required information, or in any way is unable to meet the requirements for completion of the program, the admission may be denied or rescinded, or the student may be disciplined or dismissed. Students must also agree to notify the School of any convictions, guilty pleas or no contest pleas to any crime, misdemeanor or other offense and of any arrests, charges or investigations by any law enforcement authorities or professional licensing authority, which occur subsequent to the applicant s/student s submission of the Accepted Applicant/Enrolled Student Disclosure Form. Notification is required the next business day following the reportable event. If next day reporting is not 187

188 feasible, the student must notify the School as soon as possible, and in no event later than ten working days following the event. Gross Anatomy Laboratory Use Policy The gross anatomy lab provides a unique opportunity to better understand the human body. For most students, working with cadavers will be a novel experience and one that may be accompanied by feelings of apprehension and/or anticipation. As with all new experiences, questions may arise, such as: How did Robert Wood Johnson Medical School procure the cadavers? What are the health and safety requirements? Are there specific rules about working with human cadavers? Etc. The Robert Wood Johnson Medical School- Gross Anatomy Lab Use Agreement will address these questions and concerns while delineating the rules and expectations which students must adhere to in order to participate in the lab. Before entering the cadaver lab all students must carefully read and sign this use agreement. A clear understanding and adherence to the terms outlined will ensure that the lab experience will be respectful, safe and productive for all. Out of respect for the individuals who have donated their bodies and the families of the donors, the following rules of conduct will be upheld: Bodies of individuals must be treated with respect at all time. No insulting jokes or behaviors of any kind directed toward the deceased will be tolerated. Identity of cadavers must remain confidential to people outside of the lab. The federal government through the HIPPA program has regulated privacy issues regarding patients in health care settings. For students preparing for health care professions this lab will provide an opportunity to begin practicing the privacy policies enforced in clinical medicine. All tissue and body parts must remain in the anatomy lab. Cadavers must be kept covered and moist when not in use. While students are encouraged to study from multiple cadavers in the lab, dissection is limited to your assigned cadaver. Practice of surgical techniques including suturing is prohibited without prior approval from the course director. No video or still photography is allowed in the lab. Because the components used in the embalming fluid are flammable, caustic and volatile at full strength, specialized ventilation of the Gross Anatomy Lab is provided and the use of protective clothing is required to prevent direct contact with the skin, eyes and mouth. The following use of personal protective gear and safety measures are expected of anyone entering the laboratory. Gloves are required for hands on observations and dissection. Lab coats or scrubs should be worn at all times while in the lab. Open toed shoes, sandals or flip-flops are prohibited in the lab. Eye goggles/safety glasses must be worn anytime bone is being cut. All scalpel blades must be disposed of in the sharps containers available throughout the lab. Never attempt to wash a scalpel with an attached blade. The door to the lab must remain closed and locked. 188

189 Only individuals who have active ID card access for the gross anatomy lab or whom the instructor has otherwise approved will be allowed into the cadaver lab. Never leave the lab with gloves on. All gloves must be placed in biohazard waste containers upon removal. As well, any waste that has been in contact with hazardous chemicals or bodily fluids must be placed in the red biohazard waste containers that are provided. No food or beverages are permitted in the lab at any time. Long hair should be tied back. Masks will be made available for those students who experience respiratory discomfort as well as those students who are pregnant or planning to become pregnant. The faculty and staff of the Gross Anatomy Lab are committed to making students educational experiences as comfortable as possible and those students who are having a difficult time adjusting should contact staff for guidance. Working in the gross anatomy lab is a privilege and as such is subject to being revoked if a student fails to follow any of the procedures or policies listed above and which are stated in the Robert Wood Johnson Medical School- Gross Anatomy Lab Use Agreement. Please note that severe infractions could lead to disciplinary action. Tuition and Fees Tuition and fees are payable in advance each semester, there is a monthly late payment fee of $ A student may arrange with the Cashier s Office to follow a deferred payment as follows: - Payment of all fees plus one-half of the tuition before or upon registration. - Payment of one-quarter of the tuition 30 days after the registration date and final one-quarter 60 days after enrollment. Any student who elects to use the deferred payment plan and finds it impossible to meet this obligation must contact the Financial Aid Office immediately to make alternate arrangements. The fee for the deferred payment plan is $20. Lacking these arrangements, students cannot register for the following semester. No degree will be awarded to any student until all financial obligations to the school have been satisfied. Students who withdraw from medical school of their own accord prior to completion of one third of the unit of time following the date of registration may be granted an 80% tuition refund at the discretion of the Dean or the designee. No refunds will be made after this time and fees will not be refunded at any time. Students who are taking a reduced course load through a flexible curriculum option but who do not repeat any course at Robert Wood Johnson Medical School will have their tuition divided among the years that they are attending but will pay no more than the equivalent of four years of full tuition during their enrollment at Robert Wood Johnson Medical School. Students who are admitted with advanced standing will have this tuition reduced accordingly (e.g. BA/MD students admitted as second-year students will pay three years of tuition). Students who must repeat one or more courses at Robert Wood Johnson Medical School will be assessed additional tuition based upon the number of course credits that they are taking during the semester in which the repeated courses are taken. The number of weeks taken will be divided by the total number of weeks in the normal curriculum for that semester. The resulting percentage will result in assessment of tuition as follows: 189

190 Percentage of full course load: Percentage of tuition assessed: 1%-35% 25% 35.1%-60% 50% 60.1%-85% 75% >85% 100% Student Ombudsperson The Student Ombudsperson at Robert Wood Johnson Medical School is Lynn Clemow, PhD, The Ombudsperson is a confidential resource for students and house staff seeking information or solutions to problems. The unique nature of the ombudsperson is one of neutrality, impartiality and independence from the School s and University s established administrative structures. The ombudsperson aims for fairness, and impartially considers the interests of all parties. The ombudsperson does not make decisions, render judgments or administer sanctions. Instead, she or he identifies options, provides information, refers visitors to other resources if appropriate, facilitates communication between people, may mediate disputes or negotiate resolutions between parties, and recommends changes in policy or procedure to School/University administrators. 190

191 Rutgers University Policies Acceptable Use Policy for Computing and Information Technology Resources Policy A. Introduction It is the policy of Rutgers University to maintain access for its community to local, national and international sources of information and to provide an atmosphere that encourages the free exchange of ideas and sharing of information. Nevertheless, Rutgers reserves the right to limit or restrict the use of its computing and information technology resources based on applicable law, institutional policies and priorities, and financial considerations. Access to the university's information technology resources is a privilege that requires each member to act responsibly and guard against abuses. Therefore, both the community as a whole and each individual user have an obligation to abide by the following standards of acceptable use. This policy outlines the standards for acceptable use of university computing and information technology resources, which include, but are not limited to, equipment, software, networks, data, and stationary and mobile communication devices owned, leased, or otherwise provided by Rutgers University. This policy applies to all users of Rutgers computing and information technology resources. This includes but is not limited to, faculty, staff, students, guests, and external individuals or organizations. B. User Responsibilities: 1. Each user may use only those computing and information technology resources for which he or she has authorization. Violations include but are not limited to: o o o using resources without specific authorization using another individual's electronic identity accessing files, data or processes without authorization 2. Computing and information technology resources must be used only for their intended purpose(s). Violations include but are not limited to: o o o o o o o o o misusing software to hide personal identity, or to interfere with other systems or users misrepresenting a user s identity in any electronic communication (e.g., forging an address) using electronic resources for deceiving, harassing or stalking other individuals sending threats, hoax messages, chain letters, or phishing intercepting, monitoring, or retrieving without authorization any network communication using university computing or network resources for advertising or other commercial purposes circumventing or attempting to circumvent security mechanisms using privileged access to university systems and resources for other than official duties directly related to job responsibilities making university systems and resources available to those not affiliated with the university o using former system and access privileges after association with Rutgers has ended 191

192 3. The access to and integrity of computing and information technology resources must be protected. Violations include but are not limited to: o o o o o o creating or propagating computer viruses, worms, Trojan Horses, or any other malicious code preventing others from accessing an authorized service developing or using programs that may cause problems or disrupt services for other users degrading or attempting to degrade performance or deny service corrupting or misusing information altering or destroying information without authorization 4. Applicable laws and university policies must be followed including, but not limited to, respecting the copyrights and intellectual property rights of others. Violations include but are not limited to: o o o o o o making more copies of licensed software than the license allows downloading, using or distributing illegally obtained media (e.g., software, music, movies) operating or participating in pyramid schemes uploading, downloading, distributing or possessing child pornography accessing, storing or transmitting personal information (e.g., social security numbers, drivers license numbers, credit card numbers) without a valid business or academic reason or transmitting such information without using appropriate security protocols (e.g., encryption). 5. Users must respect the privacy and personal rights of others. Violations include but are not limited to: o o accessing, attempting to access, or copying someone else s electronic mail, data, programs, or other files without authorization divulging sensitive personal data to which users have access concerning faculty, staff, or students without a valid business or academic reason Although computing and information technology providers throughout the university are charged with preserving the integrity and security of resources, security sometimes can be breached through actions beyond their control. Users are therefore urged to take appropriate precautions such as safeguarding their account and password, taking full advantage of file security mechanisms, backing up critical data and promptly reporting any misuse or violations of this policy. C. Privacy The university recognizes that all members of the university community have an expectation of privacy for information in which they have a substantial personal interest. However, this expectation is limited by the university s needs to obey applicable laws, protect the integrity of its resources, and protect the rights of all users and the property and operations of the university. The university reserves the right to examine material stored on or transmitted through its information technology facilities if there is reason to believe that the standards for acceptable use in this policy are being violated, or if there is reason to believe that the law or university policy are being violated, or if required to carry on its necessary operations. Reasonable efforts will be made to notify the user of the need for access to information in which he or she has a substantial personal interest stored on or transmitted through the university's computing and information technology resources unless prohibited by law, inconsistent with university policy, or inconsistent with the university carrying out its normal operations. For example, information stored on the 192

193 university s information technology system may be accessed by the university under certain circumstances, including but not limited to: 1. Access by technicians and administrators to electronic records in order to address emergency problems, routine system maintenance, or other uses related to the integrity, security and availability of the university s information technology systems, including but not limited to: a) Emergency Problem Resolution Technicians may access technical resources when they have a reasonable belief that a significant system or network degradation may occur. b) System-generated, Content-neutral Information Technicians may access and use systemgenerated logs and other content-neutral data for the purposes of analyzing system and storage utilization, problem troubleshooting, and security administration. c) Incident Response - The incident response function within the university Information Protection and Security Office (IPS) is responsible for investigating reports of abuse or misuse of university information technology resources. Incident response staff may use system-generated, contentneutral information for the purposes of investigating technology misuse incidents. d) Network Communications - Security analysts of the university Information Protection and Security Office (IPS) may observe, capture, and analyze network communications. Network communications may contain content data and in some cases this content may be viewed to complete analysis. e) User Request Technicians may access information technology resources in situations where a user has requested assistance diagnosing and/or solving a technical problem. 2. Information requested pursuant to New Jersey Open Public Records Act which requires disclosure of electronic communication and other data on the university system subject to the exemptions within that Act. Such access is approved through the Office of the University Custodian of Records and all reasonable efforts are made to notify the user in question prior to the release of such information. 3. Information required to comply with a valid subpoena, a court order or e-discovery. Such access is approved through the Office of General Counsel. 4. Audits and investigations undertaken by governmental entities or by university auditors including the Department of Internal Audit, or other university units authorized to carry out university policy. 5. The need of the university to carry on its normal operations (e.g., in the case of accessing the electronic records of a deceased, incapacitated or unavailable individual). D. Technician and System Administrator Responsibilities: Technician and System Administrators and providers of university computing and information technology resources on both the central and local (unit/departmental) level, have the additional responsibility of ensuring the integrity, security, and availability of the resources they are managing. Persons in these positions are granted significant trust to use their privileges appropriately for their intended purpose. Technicians and Systems Administrators will not override systems protections unless necessary, and will treat the contents of those systems as private information to the extent possible. Any private information viewed in the course of carrying out these duties must be treated in the utmost confidence. 193

194 E. Violations: 1. Violators are subject to suspension or termination of system privileges and other penalties. 2. If a suspected violation involves a student, a judicial referral may be made to the Dean of Students Office of the school or college of the student's enrollment. Incidents reported to the Dean will be handled through the University Code of Student Conduct. 3. If a suspected violation involves a staff or faculty member a referral may be made to the individual's supervisor for possible disciplinary action. Student Use of Personally Owned Mobile Communication Devices/Recording Devices DEFINITIONS A. Mobile Communication device is defined as any Cell Phone, Pager, Personal Digital Assistant (PDA), MP3 player, headphone, Bluetooth device, or any other wireless device that could be used to access the Rutgers network. B. Recording device is defined as any device used to record or intercept any wire, electronic, oral or visual communication, to include, but not limited to, mobile communication devices, including those with picture messaging, tape recordings, other photo devices and the transmission of images through systems. BACKGROUND The use of personal mobile communication devices and other electronic devices has expanded rapidly. The University does not wish to unreasonably constrain the use of these devices; however, it has a broader responsibility to: (1) ensure that they are used in an appropriate manner; (2) ensure the integrity of proprietary information; (3) preserve the privacy of employees and students, and (4) ensure that unauthorized surveillance does not breach the reasonable expectation of privacy in the learning environment. POLICY A. Mobile Communication Devices Students are required to exercise discretion and restrict the use of personal mobile communication devices, in any educational setting to the extent required by the facility in which the educational experience takes place and in accordance with this policy. B. Recording Devices - As a general rule, recording devices and camera-equipped devices (including mobile communication devices) and their uses are restricted in accordance with state and federal regulatory guidelines concerning unauthorized surveillance. Students shall not use the picture-taking functionality of mobile communication devices in the educational setting, unless specifically authorized to do so. Unauthorized use of cameras at any University-owned facility, including designated research areas, restrooms, or exercise areas without the express written consent of the department manager is not allowed. C. Recording Conversations - It is expected that students will respect the privacy of other individuals in the educational setting, and that secret recording of individuals without their knowledge is not compatible with the mission of universities to foster an open exchange of ideas. While realizing that recordings may serve many legitimate academic purposes, the University does not condone 194

195 recording of individuals who are unaware that such recordings are being made. In order to promote an environment of trust and collegial academic sharing, the University expects that any recording will be done only with the prior consent of the parties involved. Covert/secret recording of any conversation or meeting occurring at the educational setting, including any classroom or other educational experience, or conversations or meetings offsite that deal with educational matters of official concern is prohibited. Examples of such conversations or meetings are discussions with a counselor or investigator, student counseling sessions, student advisement sessions, grade appeals, disciplinary hearings, etc. D. Students are also prohibited from arranging for others to do any recording of conversations, phone calls or other educational activities, unless specifically permitted by the University. E. In compliance with the privacy regulations contained in the Health Insurance Portability & Accountability Act (HIPAA), visual and recording devices shall not be used in patient care areas. F. The University shall not be liable for the loss or damage of personal cell phones, multimedia devices or other recording devices brought into the educational setting. G. Failure to comply with the provisions of this policy may result in disciplinary action up to and including dismissal from an academic program, depending on the severity of the infraction. Drug-Free Environment The Policy A. Maintaining a Drug-Free Workplace and Learning Environment No student, faculty member, resident or staff member is permitted to unlawfully manufacture, distribute, dispense, possess or use a controlled substance in any Rutgers facility or while conducting official University business. Individuals who violate this policy will be subject to appropriate disciplinary action up to and including dismissal or termination from the University and referral for prosecution. A disciplinary sanction may include the completion of an appropriate rehabilitation program. B. Drug Prevention Program 1. There shall be an annual distribution in writing by the end of September of each year to each student, resident, faculty and staff member: a. Standards of conduct that clearly prohibit the unlawful possession, use or distribution of illicit drugs and alcohol on University property or as part of any University activity; b. A description of the applicable legal sanctions under state and federal law for the unlawful possession or distribution of illicit drugs and alcohol; c. A description of the health risks associated with the use of illicit drugs and the abuse of alcohol; d. A description of available drug or alcohol counseling, treatment, rehabilitation or reentry programs that are available; e. A clear statement and description of the disciplinary sanctions that the University will impose for violations of the standards of conduct required by this policy. 2. There shall be a biennial review by the University Office of Academic Affairs and Department of 195

196 Human Resources of this drug prevention program in order to: a. determine the effectiveness of the program and implement changes to the program if needed; and b. ensure that the disciplinary sanctions described in section V.A. of this policy are consistently enforced. This biennial program review shall be based upon the following types of information: the number and kinds of cases that are brought to the assistance or wellness programs, department chairpersons, program directors and/or supervisors; the number and kinds of actions, if any, recommended by the assistance or wellness programs; the number and types of disciplinary sanctions taken against individuals who violated state or federal drug laws or who resisted professional help when referred by a campus impairment committee, assistance program and/or supervisor; and the number and types of referrals for treatment of drug or alcohol abuse. C. Submission of Written Certification The designated Rutgers University Official has signed and submitted to the U.S. Department of Education a drug prevention program certification (copy on file). D. Reporting Conviction Resulting from Violation of Criminal Drug Statutes When a faculty member, staff member or student is convicted for violating any criminal drug statute for an act occurring on University premises, he or she must report this incident to the cognizant Associate Dean, department chairperson or the immediate supervisor within five (5) days. Failure to do so will be subject to appropriate disciplinary action up to and including termination from the University. In an incident involving a faculty member or student, the department chairperson must apprise the Dean and contact the Office of General Counsel. In an incident involving a staff member, the supervisor must apprise the appropriate department head and Vice President as well as contact the Office of General Counsel and the Office of Human Resources. The Office of General Counsel will ascertain and carry out additional reporting requirements under state or federal law. Research Misconduct Rutgers Policy: entire policy and procedures may be found online. PURPOSE To establish policy and procedures for the University s response to allegations, reports and apparent occurrences of research misconduct involving research for which the University is the applicant or grantee, or which is proposed or conducted by or under the direction of any employee or agent of the University in connection with his or her institutional responsibilities. The objective of this policy is to ensure the prompt and appropriate investigation of alleged or apparent misconduct while protecting the rights of individuals, both those who report misconduct and those about whom allegations are made. This policy is intended to implement the Federal Law 42 U.S.C. Section 289b and the regulations promulgated pursuant thereto, 42 CFR Parts 50 and

197 APPLICABILITY This policy applies to faculty members, housestaff, trainees, students (including postdoctoral fellows), volunteers, attending physicians and staff members. Plagiarism allegations against graduate and undergraduate students (but not postdoctoral fellows) shall normally be processed as student academic misconduct cases in accordance with relevant University polices rather than under this policy. The Family Educational Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act is a federal law that gives students in higher education various rights with respect to their educational records. Rights afforded to you under FERPA include the right to inspect and review your educational records, the right to request amendment of records you believe are inaccurate or misleading, and the right to prevent disclosure of information from your educational records without your prior consent, subject to some specific exceptions. The Office Student Affairs Compliance publishes an annual notice about your rights under FERPA. FERPA permits disclosure of "directory information" such as name, phone number, address, and address without your prior consent unless you specifically request that it be kept confidential. For more information regarding directory information, view the Confidentiality Definition Statement. Consistent with its mission of educating students, Rutgers treats its students as adults and supports them as they develop individual responsibility, maturity and independence. The Policy on Parental Notification provides the circumstances under which Rutgers will disclose information about a student to the parent(s) or legal guardian(s) of the student with the prior consent of the student. If you have further questions about your rights under FERPA, you may contact: The Office of Student Affairs Compliance Old Queens Building, Suite Somerset Street New Brunswick, NJ Phone: (848) Fax: (732) rucomply@rutgers.edu For more information visit: Student Tuition and Fee Obligations The Policy 1. The Office of Student Accounting, Billing, and Cashiering shall ensure that, by the due date, defined as the start date of the semester at the RBHS School/program in which they are enrolled or intend to enroll, all students have paid tuition and fees, or have established an installment payment plan (see section IV.5.), or have demonstrated a commitment to pay as verified by the Financial Aid Office. The establishment of the start and end dates of the semester at each RBHS School or program and the procedure for communicating these dates to the Office of Student Accounting, Billing, and Cashiering shall be in accordance with the University policy on Academic Calendars. The billing invoice will be mailed thirty (30) days prior to the due date. RBHS students admitted to the University after the date that 197

198 billing invoices are normally mailed by the School will have tuition due by the start of the semester. The RBHS Schools can make the determination to allow students a thirty-day grace period from the start date of classes to pay their tuition and fees. The cashier assigned to each RBHS School is responsible for the collection of tuition and fees. 2. A student s financial obligation will be conditionally (pending receipt of funds) reduced by the amount of accepted financial aid on record at the time of issuance of the billing invoice. Those students awarded financial aid will not receive any refunds of such aid until their account reflects a credit balance. Upon request, students who demonstrate that they will face personal hardship if all or part of their initial financial aid is used to satisfy their initial financial obligations to the University may receive a one-time refund of financial aid only in the first semester of enrollment at the University, and only if the total amount of the award less loan-processing fees exceeds the student's financial obligation for that semester. Thereafter, continuing students may not receive a refund of financial aid until their account reflects a credit balance. 3. Upon request, those students not receiving financial aid or receiving aid that is less than the total cost of tuition and fees may make arrangements with the appropriate Cashier's Office to pay each term's tuition and fees on an installment payment plan. Eligibility for participating in this plan will be determined by the Office of Student Accounting, Billing, and Cashiering. Such requests must be received on or before the due date for each semester's tuition and fees. To participate in the installment plan, the student must execute a Tuition Repayment Promissory Note. 4. The Office of Student Accounting, Billing, and Cashiering shall notify the Associate Dean or equivalent in October of those students who have an outstanding financial obligation for the Fall Semester, and send updated reports about these students weekly through the first week of November; for the Spring Semester, notification to the Associate Dean or equivalent will be sent in March, with weekly updates through the first week of May. The Office of Student Accounting, Billing, and Cashiering shall also notify the Associate Dean or equivalent of two or more missed payments under any installment payment plan in effect. Upon notification by the Office of Student Accounting, Billing, and Cashiering, the Associate Dean or equivalent shall notify the student, in writing, that the student s account is in arrears and that the student may be subject to administrative penalty unless appropriate arrangements are made for immediate payment. In the event that there are mitigating circumstances known to the Associate Dean or equivalent, the Office of Student Accounting, Billing, and Cashiering will be so informed and administrative actions may be delayed. If payment remains outstanding, the Office of Student Accounting, Billing, and Cashiering shall place encumbrances on student accounts in mid-november for the Fall term or early-may for the Spring term, or following two or more missed payments under an installment payment plan. Such encumbrances may result in withholding of transcripts, grades and/or diplomas; withholding of academic credit; barring of advancement to the next academic term; and/or other administrative actions. The Office of Student Accounting, Billing, and Cashiering issue a letter to students who have an outstanding financial obligation notifying them that an encumbrance has been placed on the account and advising these students to immediately contact the Cashier s Office to arrange payment. A copy of the letter shall be sent to the Associate Dean or equivalent and the School s Registrar. The Associate Dean or equivalent shall again notify such students that they may be subject to administrative penalties unless there is payment in full. If the student fails to comply with this final notice, the Associate Dean or equivalent shall take appropriate action. 5. Students with accounts in arrears who have an inactive academic status, i.e., Withdrawal, Dismissal, Suspension or Leave of Absence, will have their accounts submitted for collection by a collection agency thirty days after the recording of the inactive status in the student information system. The Office of Student Accounting, Billing, and Cashiering will inform the student in writing that the over-due account 198

199 will be placed into collection in 15 days unless payment is made in full or arrangements are made for an installment payment plan. Copies of this letter will be sent to the appropriate Associate Dean or equivalent, the School s Registrar and the appropriate campus Financial Aid Office. Student Residency for Tuition Purposes Policy A determination of residency status for the purpose of tuition assessment will be made by the University based on information provided by the applicant in accordance with the procedure outlined in this Policy Statement. A. Procedure: 1. The Initial Determination: At the time an individual initially applies for admission into any graduate or undergraduate college of the University, the respective Admissions Office will determine an admitted applicant's resident status for tuition assessment. The determination made at this time shall prevail for each succeeding semester unless a change is authorized as provided hereinafter. 2. After the Initial Determination: The status of residency for tuition purposes of students continuing in a college of the University will be determined by the Registrar s Office. For continuing RBHS students, the status of residency for tuition purposes will be determined by the RBHS Registrar s Office. The determination made by the Registrar will either conform to the initial determination of the Admissions Office or reflect a change as provided hereinafter. 3. Request for a Change of Status: Requests for a change in residency status will be accepted no later than the last day of final exams in the semester for which changed status is sought. All evidence deemed appropriate by the adjudication official pursuant to N.J.A.C. 9A: must be filed by the petitioner in accordance with the time limit specified in the preceding sentence, but in no case later than 30 days from the date of submission of the Residency Analysis Form. Failure to comply with the provision, may void the petition for the semester in question. If, based on the information submitted in the request, the student qualifies for resident tuition assessment, such change will relate only to the current and subsequent semesters. 4. Appeals: Appeals from the initial determination and any determination made after a request by a student for a change in residency status will be accepted no later than 30 days after the date of notification of any such determination that is appealed. Appeals for newly admitted and continuing undergraduate students will be forwarded to the University Registrar, except for newly admitted and continuing undergraduate RBHS students, whose appeals will be forwarded to the RBHS Registrar. Appeals for newly admitted and continuing graduate students will be forwarded as follows: For RBHS graduate students: to the RBHS Registrar. Appeals for other newly admitted graduate students: to the Director of Graduate Admissions Appeals for other continuing graduate students: to the University Registrar. These officers will respond to the student within 30 working days of the receipt of the appeal in the appropriate office. Appeals from these determinations must be submitted to the Vice President of Enrollment Management by the student within two weeks after the Director of Graduate Admissions, 199

200 University Registrar, or RBHS Registrar has issued a determination. The decision of the Vice President of Enrollment Management will be final. 5. Students' Responsibilities: The student is responsible for providing relevant information upon which a residency determination can be made. The burden of proving his/her residency status lies solely upon the student. Moreover, it is the obligation of the student to seek advice when in doubt regarding eligibility for in-state tuition assessment. Every student who is classified as a resident student but who becomes a nonresident at any time by virtue of a change of legal residence is required to notify his/her Registrar immediately. An independent student loses New Jersey residency status for tuition purposes upon abandonment of the New Jersey domicile. Assessment of non-resident tuition charges will take effect the semester following the date of abandonment. Any dependent student who is domiciled in the state for tuition purposes shall continue to be eligible for New Jersey resident tuition status despite his or her supporting parent(s) or U.S. Court Appointed legal guardian(s) change of domicile to another state, while such student continues to reside in New Jersey during the course of each academic year. 6. Penalties: If a student has obtained or seeks to obtain resident classification by deliberate concealment of facts or misrepresentation of facts or if he/she fails to come forward with notification upon becoming a non-resident, he/she is subject to disciplinary action. B. Factors Considered in Determining Residence for Tuition Assessment. This section of the Policy Statement conforms to the regulations of the New Jersey Administrative Code, Volume 9A: and 9A: Classification: A student shall be classified as a "resident" for tuition purposes upon admission to a public institution of higher education in the State of New Jersey if the student has been domiciled within the State of New Jersey for at least one year immediately prior to enrollment. Students who are classified as dependent students are presumed to share the domicile of his or her parent(s) or legal guardian. Persons who have been residents in this state for more than 12 months prior to initial enrollment are presumed to be domiciliaries of New Jersey for tuition purposes. In those cases in which a dependent student with an out-of-state parent or legal guardian has resided in New Jersey for 12 consecutive months prior to initial enrollment, the student may petition on his/her own to establish domicile in the state. Persons who have been domiciled within this State for less than 12 months prior to initial enrollment are presumed to be non-domiciliaries for tuition purposes. Persons presumed to be non-domiciled or persons who are presumed to be domiciled but whose domiciliary status is challenged by the institution must prove their domicile according to the following regulations. 2. Domicile: Domicile is a legal concept defined by New Jersey law. In general terms, "domicile" means the place where a person has his or her true, fixed, permanent home and principle living establishment, and to which, whenever he or she is absent, he or she has the intention of returning. New Jersey domicile must be acquired prior to the beginning of the semester for which you are requesting a change in residency status. Although actual presence is not necessary to preserve domicile once it has been acquired, a person, if absent from the state, must have the intention of returning to New Jersey in order to remain a domiciliary. Domicile is distinct from residence while a person may have several residences, he/she can have only one legal domicile. Therefore, in order to establish a new domicile in New Jersey, a person must first abandon the prior domicile in which he/she previously resided and sever all legal connections to that former domicile. In determining whether domiciliary status has been shown, mere physical presence and declaration of intent to remain in the State may not be sufficient. To assist in determining whether a person is a New Jersey domiciliary, the primary evidence is, but is not limited to, a notarized affidavit setting forth domicile and a State Certified copy of a New Jersey Resident Income Tax Return or in the case of a 200

201 dependent student, a State Certified Copy of his/her parent(s') or a U.S. Court Appointed (prior to the student attaining age 18) legal guardian(s') New Jersey Resident Income Tax Return. The following additional items should be submitted: New Jersey voter registration materials; a New Jersey driver's license (or non-driver's I.D.); New Jersey motor vehicle registration; a long-term apartment/house lease or a house/condo deed; presence of spouse and children in New Jersey; the location of a local New Jersey bank(s); and copies of recent monthly bills (charge card, phone, etc.) addressed to the claimant(s). In unusual circumstances, if primary evidence is not available, the institution may make a determination of New Jersey domicile based exclusively on supplementary evidence; however, supplementary evidence may be deemed insufficient to justify a determination of domiciliary status. 3. Dependent/Independent Student Defined: In determining whether a student is independent, the following is considered: N.J.A.C.9A:9-2.6 (Examples of Documentation given below). a. The term independent when used with respect to a student means any individual who: 1. Is 24 years of age or older by December 31 of the award year; Documentation: birth certificate, secondary school transcript, driver's license, draft registration letter; or 2. Meets the requirements of (b) below. b. An individual meets the requirements of this section if such individual: 1. Is an orphan or ward of the court; or was a ward of the court until age 18; Documentation for orphan: death certificate or a letter from a social services agency or from a respected member of the community who is unrelated to the applicant (minister, school administrator, etc.). Documentation for ward of the court: court document or a letter from DYFS or other social agency or, 2. Is a veteran of the Armed Forces of the United States. Documentation: DD214, or 3. Is a graduate or graduate professional student; (not applicable for undergraduate students) or 4. Is a married individual. Documentation: marriage certificate, or 5. Has legal dependents other than a spouse. Documentation if dependent is a child: birth certificate Documentation if dependent is other than a child: o If the person was dependent on the applicant in the prior year: IRS or New Jersey Division of Taxation certified copy of the applicant's prior year tax o return showing the person listed as an "other dependent." If the person was not dependent on the applicant in the prior year: a document such as a driver's license, a Post Office address change, or a statement from the landlord or respected member of the community confirming that the person currently resides in the student's household, or 6. Is a student for whom a financial aid administrator makes a documented determination of independence by reason of other unusual circumstances as provided under Title IV of the Higher Education Act of 1965, as amended, 20 U.S.C. 1087vv, and its implementing regulations and rules. For purposes of receiving State financial assistance as an independent student due to unusual circumstances, the following conditions apply: i. Determinations of independence must satisfy all applicable Federal standards set forth under Title IV of the Higher Education Act of 1965, as amended, and it's implementing regulations and rules; ii. Individual determinations of independent student status for State student aid programs shall be made in a manner consistent with the institutional policies regarding the awarding of all need-based financial aid, including Federal and State aid; and 201

202 iii. The institution shall share with the Office of Student Assistance any material findings or audit exceptions related to the determination of dependency status at any time they are revealed in the course of an audit or program review. c. A dependent student shall be any student who does not meet any of the eligibility criteria listed in (a) or (b) above for independent student status. The University reserves the right to request a student to have the Internal Revenue Service and/or New Jersey Division of Taxation forward certified tax records to the appropriate University office for review. An individual who claims to have established a new domicile in New Jersey must show (1) a physical abandonment of the previous domicile, together with an intent not to return to it, and (2) actual presence in New Jersey with the intention of remaining permanently in the state. An individual from another state who has enrolled in any type of educational institution in New Jersey will be presumed to be in New Jersey primarily for educational purposes and will be presumed not to have established domicile in New Jersey. Although the student may present proof to overcome these presumptions, it must be noted that continued residence in New Jersey during vacation periods or occasional periods of interruption to the course of study does not of itself overcome the presumptions. All students who are not domiciliaries of New Jersey will be assessed out-of-state tuition rates. Residency for tuition purposes is governed by New Jersey Administrative Code 9A:5-1.1 et seq., which requires that individuals must be legally domiciled in the state for twelve months before becoming eligible for in-state tuition rates. The law also permits those living in the state for less than twelve months to petition for resident status through the admissions office or the Office of the Registrar, as appropriate. Petitions for resident status will be granted only in those cases where there is clear and compelling evidence that New Jersey is the legal domicile of the student or the parent(s) or U.S. Court Appointed (prior to the student attaining age 18) legal guardian(s) on whom the student is dependent. 4. The Effect of Marriage or Civil Union: A non-resident student who marries or enters into a Civil Union with a bona fide New Jersey domiciliary assumes the domicile of that spouse or civil union partner for tuition purposes in the semester following marriage or civil union. The same test for residency will be applied to spouses or civil union partners when a marriage or civil union is claimed as the basis for domicile. No change in status will occur when a domiciliary student marries or enters into a civil union with a non-domiciliary. 5. Foreign Nationals: Alien nationals who are in the United States and hold permanent resident status, or special refugee visas (being processed for permanent residency) will be considered the same as United States citizens for purposes of assessing tuition. In either instance, the approval date on the visa must be prior to the first day of the semester for which the change in status is sought. However, any other foreign national will be classified as a non-resident for assessment of tuition unless he/she has the right to remain permanently in the United States and can demonstrate by affirmative proof that he/she has a domicile in New Jersey. 6. Presence in New Jersey Due to Military Service: As a general rule, in the absence of any intention to effect a change of domicile, the domicile of a New Jersey resident is not affected or changed by reason of his/her entry into the military service. By action of the New Jersey legislature (N.J.S.A. 18A: ), United States military personnel and their dependents that are living in New Jersey shall be regarded as residents of the state for tuition purposes. Once a member of the United States Military domiciled in NJ (or his or her dependents) is enrolled at Rutgers, provided that the member of the armed forces was on active duty for a period of more than 30 days at the inception of enrollment at Rutgers, in-state tuition rates will continue to apply while such 202

203 student is continuously enrolled at Rutgers, notwithstanding a subsequent change in the permanent duty station of the member of the armed forces to a location outside of New Jersey. 7. In Every Instance: A record of the evidence utilized in determining domicile pursuant to this section shall be maintained with the student's records. C. Submission of Residency Analysis Form. Mail or submit your completed Residency Analysis Form and all supporting documentation to the appropriate office listed below. New Brunswick: Office of Undergraduate Admissions (first semester students only), 65 Davidson Road, Room 202, Piscataway, NJ Office of the Undergraduate Registrar, 65 Davidson Road, Room 200B, Piscataway, NJ Office of Graduate Admissions, 18 Bishop Place, New Brunswick, NJ Office of the Graduate/Professional/Summer Registrar, 65 Davidson Road, Room 200F, Piscataway, NJ Camden: Office of Graduate and Undergraduate (first semester students only) Admissions, 406 Penn Street, Camden, NJ Office of Admissions, Camden School of Law, 406 Penn Street, Camden, NJ Office of the Registrar, Armitage Hall, Room 143, 311 North 5th Street, Camden, NJ Newark: Office of Graduate and Undergraduate (first semester students only) Admissions, Engelhard Hall, 190 University Avenue, Newark, NJ Office of Admissions Newark School of Law, Center for Law and Justice, 123 Washington Street, Newark, NJ Rutgers Business School, Graduate Programs, Newark and New Brunswick, Engelhard Hall, Room 115, 190 University Avenue, Newark, NJ Office of the Registrar, Blumenthal Hall, 249 University Avenue, Room 309, Newark, NJ Rutgers Biomedical and Health Sciences: Office of the RBHS Registrar, Stanley S. Bergen, Jr. Building, Room GA-72, 65 Bergen Street, Newark, NJ Military Leave, Academic Credit and Tuition Refunds - Undergraduate and Graduate Students Policy A. Rutgers, The State University of New Jersey, will act in accordance with State Law N.J.S.A. 18A:62-4.2, which sets forth the options available to a student at a New Jersey public institution of higher education who is unable to complete a course because the student is called to partial or full mobilization for State or federal active duty as a member of the National Guard or a Reserve component of the Armed Forces of the United States with respect to the student's grade for the course and the availability of refunds. B. A student who has completed at least eight weeks of attendance in a course may choose to: (1) receive a letter grade; or (2) receive a grade of pass or fail; or (3) receive a grade of incomplete; or (4) withdraw from the course. 203

204 C. A student who has completed less than eight weeks of attendance in a course may choose to: (1) receive a grade of incomplete; or (2) withdraw from the course. D. A letter grade or a grade of pass shall only be awarded if, in the opinion of the faculty member teaching the course, the student has completed sufficient work, and there is sufficient evidence of progress toward meeting the requirements of the course, to justify the grade. E. A grade of incomplete shall remain valid for a period of one year after the student returns to the New Jersey public institution of higher education. F. A student who chooses to accept a grade of pass or fail may, within one year after returning to the New Jersey public institution of higher education, receive a letter grade for the course by completing the work required for the course, in which case the letter grade shall replace the pass or fail grade as the student's grade for the course. G. A student who chooses to withdraw from a course shall receive a full refund of tuition and fees attributable to that course. H. A student who has paid amounts for room, board or fees shall, except as provided in subsection G of this section, receive a refund of that portion of those amounts attributable to the time period during which the student did not use the services for which payment was made. I. Any refund payable to a student who is a financial aid recipient shall be subject to the applicable State and federal regulations regarding refunds. Student Employment at RBHS A. RBHS students enrolled in educational programs of the Robert Wood Johnson Medical School, School of Health Related Professions, Rutgers School of Dental Medicine, New Jersey Medical School, Graduate School of Biomedical Sciences, School of Public Health, and School of Nursing (former UMDNJ School of Nursing)., regardless of matriculation or immigration status, shall be eligible for employment by the University and its units in accordance with any and all other policies and regulations of the University and its units for employment of individuals. B. Students enrolled in the above, stated, RBHS educational programs on a full-time basis may not work more than nineteen (19) hours per week within the University during the academic year or academic sessions of their educational program. If employment is more than nineteen (19) hours per week, it must be classified as temporary and may not extend beyond one year. Full-time students may be employed on a temporary full-time basis during vacation periods when academic commitments are curtailed or suspended. Full-time students may maintain more than one part-time job within the University so long as the total commitment does not exceed nineteen (19) hours per week and all other provisions of this policy have been met. C. RBHS students are encouraged to seek the advice and counsel of their Associate Dean for Student Affairs or equivalent, Program Director or Dean prior to undertaking employment of any nature, i.e., either within the University or at an external organization. In all instances of University employment of full-time University students, the approval of the Associate Dean for Student Affairs or equivalent of the appropriate School shall be secured prior to job placement by the Campus Human Resources Office. Furthermore, the Associate Dean for Student Affairs or equivalent shall not approve any job placement of a student which could create a conflict between the student's academic role and his or her role as an employee. D. In considering the ability of individual students to assume employment responsibilities, the Associate Dean for Student Affairs or equivalent shall evaluate the student's current academic standing and expected academic demands as well as the provision of financial assistance should this be the main factor in the student's seeking of employment. The Associate Dean for Student Affairs or equivalent shall periodically review the student's 204

205 employment activities with regard to academic standing and determine the student's continuing ability to maintain his or her employment. E. Student employment can affect a student s financial aid eligibility. In all cases in which a student is a financial aid recipient, any employment must be made known to the Financial Aid Office. F. Employment of foreign-national students must be in accordance with all rules and regulations of the United States Immigration and Naturalization Service and the United States Department of Labor. Details of these rules are available from the Office of the RBHS Registrar and International Services (UR & IS). The on-campus employment is incident to status. The students do not need authorization of the Office of the RBHS Registrar and International Services to accept or begin employment on-campus. These students are limited to 20 hours/week of employment while school is in session, but that is superseded by the University s policy, which limits them to 19 hours per week. Employment of F-1 students must be limited to part-time, temporary position. Student Accident and Health Insurance A. Students enrolled in an educational program at the University on a full-time basis and students enrolled parttime who participate in clinical activities as part of their educational program shall have adequate accident and health insurance coverage, including basic hospital benefits, which is maintained throughout the period of enrollment. B. The University shall make available to all students, both full-time and part-time, and their dependents an accident and health insurance plan. C. Students may choose the University's accident and health insurance plan or may waive participation in the University plan if they (a) currently have alternative accident and health insurance coverage that is comparable in coverage to the plan offered by the University, (b) provide adequate documentation of the existing coverage such as a copy of the insurance card, insurance policy, insurance carrier letter, and (c) sign a waiver form. The waiver form must be submitted by the designated deadline. D. Students who have elected to participate in the University plan shall file claims directly with the insurance carrier. Students with Impairments DEFINITION An impaired student is one who is unable to participate within the University community with requisite skill and safety. This impairment may be due to substance and/or alcohol abuse or dependency, mental disorder, or other medical disorders. Signs and symptoms of such impairment could include, but are not limited to, a pattern of the following: unusual or inappropriate behavior negative changes in academic performance frequent or unexplained absences and/or tardiness from academic responsibilities frequent or unexplained illnesses or accidents conduct which may constitute violations of law, including citations for driving while impaired significant inability to contend with routine difficulties and act to overcome them. Impairment does not necessarily imply that a student has a disability. Disability is defined in Rutgers University policy, Disabilities and RBHS Students/Applicants which establishes Rutgers University policy regarding RBHS students with disabilities. 205

206 POLICY A. Physical and mental disorders and alcohol and other drug abuse or dependencies are often treatable. It is the policy of the University to assist students with impairments (as defined above) in obtaining treatment, when such assistance does not adversely affect the University's ability to safeguard the public health and effectively discharge its missions. Each RBHS School s Student Affairs administrators, faculty and students should be aware of all existing resources to identify and, when appropriate, attempt to assist students with impairments. B. If impairment is caused by a disability, it shall be the student's obligation to comply with University policy and any applicable School procedures with regard to requests for accommodation. C. Impairment of students due to substance abuse and other forms of mental and physical disorders adversely affects all aspects of the University's missions. These disorders may impair learning and/or academic performance including the provision of patient care. Conduct related to impairment may be sufficient grounds for disciplinary action, including dismissal, or involuntary leave of absence or involuntary withdrawal, and may require immediate action to protect the health and safety of others. D. Where an incident may involve a violation of Federal, state or local law, the Office of General Counsel should be consulted to determine whether there is an affirmative duty to report that violation or take other action. PROCEDURES A. Rutgers University shall maintain readily available resources for assisting students with impairments, including the Student Health Centers and the Student Wellness Program. In addition, the Schools shall establish Student Assistance Facilitators, in accordance with Section of this policy and procedure. B. The Student Health Centers and the Student Wellness Program shall be available to identify and, when appropriate, assist students with impairments, either through treatment or referral to other appropriate resources. The Student Assistance Facilitators shall be available to identify and, when appropriate, assist students with impairments through referral to other appropriate resources. C. Sources of referrals and reports concerning student impairment may include: self-referral other students and colleagues parents, spouse, other family or household members faculty and faculty committees on student affairs Student Affairs administrators and other staff of the School health professionals with knowledge of the student from other treatment programs, especially when the student has failed to follow or complete the previous program Patients Public Safety/law enforcement agencies D. If clinical evaluation/treatment is considered desirable, the RBHS School in which the student is enrolled shall transmit to the provider, through the Rutgers University resource assisting the student (e.g. the referring Student Health Centers, Student Wellness Program or Student Assistance Facilitator) information describing statements or conduct by the student which suggests or indicates potential impairment, accompanied by a description of the essential functions required of the student, including any patient care responsibilities. (See EXHIBIT for example of transmission letter.) E. The RBHS School in which the student is enrolled may inform the referring resource that the student is required to consent to disclosure by the health care resource of any diagnosis, treatment recommendations and evaluation of fitness to perform the essential functions of the program to the School, either through the Student Wellness Program, Student Health Center, Student Assistance Facilitator or directly to the Dean. If 206

207 the student refuses to consent to disclosure, the Student Health Center, Student Wellness Program or Student Assistance Facilitator shall inform the Dean or designee, and the Dean may take other actions pursuant to Rutgers University or School policies (e.g. disciplinary action, involuntary leave of absence or withdrawal) to protect the health and safety of the University community and/or to uphold the academic standards of the School. F. In order to supplement Rutgers University resources designated in Section VII.A, bring previously unidentified impaired students into treatment, and accomplish identification and treatment earlier in the course of these disorders when the prognosis for successful rehabilitation is likely to be better, the RBHS Schools shall establish Student Assistance Facilitator(s), which shall include one or more health care providers with professional qualifications and expertise in impairments and substance abuse. 1. The Student Assistance Facilitator(s) shall have the following basic functions: Preliminary assessment of the validity of reports of behavior or incidents concerning a student that may be indicative of impairment; presentation of concerns to identified students; referrals for diagnosis and treatment; monitoring of students with impairments until final disposition; referral of students who are not cooperative or who are non-compliant to the appropriate School administrative office for possible disciplinary or other action; submission of an annual report of the activities of the Student Assistance Facilitator and any recommendations for improvements to the appropriate RBHS Dean and Vice Chancellor for Academic Affairs. 2. The Student Assistance Facilitator(s) shall participate as one of the several options at the school(s) in the following additional functions: Development of activities aimed at prevention of mental health and substance abuse impairments, such as stress reduction workshops; Presentation of educational sessions for students, faculty and staff to increase awareness of mental health and substance abuse topics, including sources of assistance, and to increase the ability to appropriately identify and refer students for evaluation and treatment; Advocacy for inclusion in the curricula of education concerning impairment and substance abuse. 3. The Student Assistance Facilitator shall be a health care provider(s) designated by each Dean or by agreement among the Deans of the schools on each campus. The provider(s) may be faculty or staff with appropriate qualifications and expertise to effectively conduct the functions set forth in this section. Such faculty or staff shall be permitted by the Deans and direct supervisors to carry out the functions of the Student Assistance Facilitator as an essential responsibility of the individual s employment/appointment. 4. The Student Assistance Facilitator(s) are only one of several options available to a School and its students for identifying impaired students and bringing them into treatment, and are meant to be utilized by Schools' Student Affairs administrators in concert with other resources and other appropriate procedures which may include disciplinary action and leaves of absence. G. In addition to any other appropriate treatment or referral, the Student Health Services, Student Wellness Program and Student Assistance Facilitator(s) shall immediately notify the appropriate School official when any student is deemed unable to safely participate in the educational program in which the student is enrolled. Notification shall be made in accordance with the Rutgers University policy Student Intervention Coordination, and, in the case of students with disabilities, to the appropriate RBHS Student Affairs Dean and the Office of Disability Services for Students. H. The Student Wellness Program and Student Assistance Facilitator(s) shall annually publish and disseminate to faculty, students and pertinent administrators a statement summarizing the University's Students with 207

208 Impairments policy, and a description of the School, University and community resources for dealing with impairment. I. The RBHS Deans shall ensure that a summary of this policy and of the assistance available through the Student Wellness Program, the Student Health Centers and Student Assistance Facilitator(s) and other existing resources are incorporated into student handbooks, School catalogs and student orientation programs. J. Monitoring of Students with Impairments The Student Health Centers, Student Wellness Program or Student Assistance Facilitator monitors the treatment and rehabilitation of referred students with impairments as appropriate. If a student is enrolled in a treatment program, the Student Health Centers, Student Wellness Program or Student Assistance Facilitator may delegate the monitoring function to the treatment program, and in that event, receives regular reports on the student's progress. Schools may require the student to permit the treatment provider to provide relevant information to the Student Health Centers, Student Wellness Program or Student Assistance Facilitator or Dean and to inform them if the student drops out of treatment, relapses or shows other evidence of deterioration liable to result in significant functional impairment of ability to participate in the educational program. Failure of the student to permit the treatment provider to provide relevant information may result in action by the School, including possible involuntary placement on leave of absence, involuntary withdrawal or dismissal. The Student Health Centers, Student Wellness Program or Student Assistance Facilitator(s) determines in each case the appropriate duration of monitoring. Monitoring may need to be maintained for an indefinite period, or until the student graduates. A student on medical leave of absence because of an impairment that is being monitored by the Student Health Centers, Student Wellness Program or Student Assistance Facilitator(s) should be considered for academic reinstatement by the School administration only after consultation with the Student Health Centers, Student Wellness Program or Student Assistance Facilitator(s), as appropriate. The Student Health Centers, Student Wellness Program or Student Assistance Facilitator s recommendation in this regard will be based upon the current evaluation by the student's treatment provider(s) and upon any independent evaluation requested by the School or Student Health Centers, Student Wellness Program or Student Assistance Facilitator(s). In appropriate instances based on the nature of the impairment and the risk that may exist for patient care, a graduating student may be referred to the appropriate state assistance program according to the location of his/her postgraduate training or practice. If the School, Student Health Centers, Student Wellness Program or Student Assistance Facilitator decides that a graduating student should be referred to a state program and the student refuses to give consent, the School Student Affairs administrator is informed prior to graduation and decides if this information should be a factor in the School's decision to award the degree. K. Urine and/or blood testing for drugs There shall be no mandatory, routine use of urine or blood testing for drugs. However, where there is reason to believe that an impairment is the result of substance abuse and the student refuses to submit to drug testing, the University reserves the right to take disciplinary action or other action as may be deemed appropriate to protect the health and safety of patients, other students and employees. Testing may be performed by the selected treatment program. Drug testing may be required to verify a drug-free state during treatment and as part of the follow-up and monitoring after the conclusion of formal therapy. Drug testing, either routine or for cause, may be required by University affiliated clinical facilities in which a student may be assigned for education and training. 208

209 L. Permitted Communications and Confidentiality Files involving students with impairments shall be stored under lock separately from academic records. If a student is referred to a state assistance program upon graduation, the appropriate files shall be transferred to that program, and a notation of the transfer kept at the University. To promote the safety and/or welfare of a student and/or of others, and to the extent permitted by FERPA and other applicable laws, the School or University officials may, when appropriate, report incidents of disruptive behavior, or other conduct of serious concern, to the student's next of kin and/or to other appropriate officials of the University, the RBHS Schools or other units, or to health care or counseling providers, or to law enforcement agencies. Except for such reports and communications made pursuant to this policy, and to the extent permitted by FERPA and other applicable laws, all proceedings and deliberations conducted pursuant to this policy and procedure will be considered confidential and may not be released or disclosed by any participant without permission from the affected student or without valid subpoena or court order. 209

210 EXHIBIT SAMPLE LETTER TO OUTSIDE EVALUATOR PLEASE CONTACT OFFICE OF GENERAL COUNSEL FOR REVIEW PRIOR TO SENDING. [Date] Dr. Get Well Soon 111 Healthy Lane Pleasant Valley, NJ Re: [Name of Student] Fitness Evaluation Dear Dr. Get Well Soon: [Name of student], a student in the Rutgers University -[Name of School] has been referred to you for an evaluation of his fitness to continue as a student in the School. This referral follows a report by a faculty member of a recent statement by [Name of student] made during a heated debate with a fellow student over a class assignment. [name of student] is reported to have said if your lousy work influences my grade, you re going to regret it, something bad will happen you. The faculty member who reported this statement was very upset by the remark and believed it to be serious. Earlier in the year, several students in his study group reported that [Name of Student] told them that if he did not do well this semester, he would hold them responsible and there would be trouble. When approached about this remark, [Name of student] admitted making the statement, but insisted that it was a joke. On another occasion, [Name of Student] was interrupted by a school administrator while engaging in a loud, angry confrontation with a fellow student. The fellow student reported feeling threatened. [Name of Student] apologized. One hospital in which the School ordinarily places students for clinical experience has asked that [Name of student] not be permitted in the building due to prior experience with him. Classmates of [Name of student] have reported that he has demonstrated anger management issues and possible alcohol issues. The Rutgers University -[Name of School] Essential Functions for participation in courses includes the following requirement: E. Behavioral and Social Skills The student must demonstrate emotional stability with appropriate interpersonal relationships and communication skills. He/she must be able to exercise good judgment and sustain an attention level necessary to complete all responsibilities promptly; be attendant to the diagnosis and care of patients, and develop mature, sensitive, professional and effective relationships with patients/clients (in well and diseased states from every gender, socioeconomic status and cultural group) and health care workers. The student must be able to tolerate taxing workloads and to function effectively under stress. He/she must be able to adapt to changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical setting. Compassion, integrity, concern for others, appropriate hygiene, appearance, interpersonal skills, interest and motivation are all personal qualities that are required throughout the admissions and educational processes. A student whose behavior or performances raises questions concerning his or her ability to fulfill the essential functions may be required to obtain evaluation and/or testing by a health care provider designated by the School, and to provide the results to the Campus Student Health Service for the purpose of determining whether the student is fit to pursue the educational program. If the student is deemed fit to pursue the program, the School reserves the right 210

211 to require actions recommended by the health care provider, including further testing, counseling, monitoring, leave of absence, etc. The School asks that you conduct an evaluation of [Name of student] s ability to safely participate in the School s educational program, including extensive clinical contact with patients in health care facilities and classroom participation. The clinical requirements of the educational program include application of various therapeutic modalities, any of which can harm a patient, if improperly implemented. In order to safeguard the welfare and safety of the University s patients, faculty, staff and students, we seek an evaluation of the student s ability to conform with the School s requirements and standards of safe professional performance. Please convey your report to [Name of Contact Person], Director, Student Wellness Program, 220 Old New Brunswick Rd., Piscataway, NJ 08854, Thank you very much. Yours truly, Dean c: Student Wellness Program Vice Chancellor for Academic Affairs Office of Public Safety Involuntary Medical Withdrawal Policy Policy Statement The procedures described below establish a process for the involuntary withdrawal of students who, for reasons pertaining to mental or physical health, pose a direct threat to self or others, or substantially impede the educational process or lawful activities of other members of the Rutgers community. 2. Reason for Policy A student will be subject to involuntary medical withdrawal if the student a. poses a significant risk to the health or safety of self or others; or b. substantially impedes the lawful activities of other members of the campus community, or the educational processes or proper activities or functions of the university or its personnel 3. Who Should Read This Policy Deans Directors Department Heads Faculty Student Affairs Administrators Mental Health Professionals Medical Professionals 4. Related Documents 211

212 5. Contacts New Brunswick: Senior Dean of Students, Newark: Vice Provost Student and Community Affairs, Camden: Associate Provost Student Life, The Policy PROCEDURES FOR INVOLUNTARY WITHDRAWAL These procedures draw extensively from similar procedures created by the following institutions: University of Michigan, Indiana State University, University of Connecticut and University of Illinois at Urbana-Champaign. I. Mission Each of the four (4) campuses of Rutgers, the State University of New Jersey (the University ) is committed to maintaining a learning environment where all persons feel safe to carry out the University s mission and goals. The University is an institution that values the safety of each individual in its community. As a result, each of the Rutgers four (4) campuses has developed a Threat Assessment and Safety Committee ( TASC ). The primary mission of each campus TASC is to improve community safety through collaborative, coordinated, objective, and thoughtful approaches to the prevention, identification, assessment, intervention, and management of situations that pose, or may reasonably pose, a threat to the safety, security, and well-being of the campus community and its individual members. Therefore, each TASC will review and evaluate information regarding concerns or issues involving threats to the University community by Rutgers University students, and will act, as necessary, to protect the community and its members. II. Purpose of and Criteria for Safety Intervention and Risk Assessment The procedures for a Safety Intervention and Risk Assessment described below establish a fact-based investigative and analytical process for intervening with and assessing the risk presented by students who: o o pose a credible substantial risk of harm to individuals within the University or to the University community as a whole; or substantially impede the lawful activities, the educational process, or the proper activities or functions of other members of the University community. Student conduct, judicial, academic or other proceedings may continue even when a student is subject to an intervention or involuntary withdrawal pursuant to this policy. III. Interim Safety Intervention Or Involuntary Withdrawal If safety is an immediate concern, the University is permitted and has the authority to take interim action to protect the well-being of all members of the University community, including contacting Public Safety. By interim involuntary withdrawal, the University may remove a student from any or all University premises when, in the professional judgment of the Chancellor or designee for the campus, and considering all reasonably available information, a credible substantial threat of immediate harm to an individual or the University community is perceived to exist. Interim involuntary withdrawal is a preliminary action taken to protect the health and safety of the University community, and is not a penalty. Decisions to remove a student from University residences will be made by the Senior Housing and Residence Life Administrator or designee for the campus. A student withdrawn on an interim basis shall be given an opportunity to personally appear before the Chancellor or designee for the campus within two (2) business days from the effective date of the interim involuntary withdrawal, in order to discuss the reliability of the information concerning the student s 212

213 behavior. Following this meeting, the Chancellor or designee for the campus may either continue or cancel the interim involuntary withdrawal. If the interim involuntary withdrawal is cancelled, the procedures described in this policy regarding Safety Intervention and Involuntary Withdrawal may still proceed. An interim involuntary withdrawal may remain in effect until a final decision is made pursuant to the procedures outlined in this policy. IV. Threat Assessment and Safety Committee TASC for each campus assists in evaluating whether students meet the criteria for Safety Intervention and/or Involuntary Withdrawal. Each campus TASC will often include representatives from the Chancellor, Dean or Associate Dean of Students, the Dean of the Graduate School, Health Services/Counseling and Psychological Services, Housing and Residence Life, Public Safety, the dean of a student s school of enrollment, and the Office of General Counsel. Other members may be added in the discretion of the Chancellor, Senior Student Affairs Administrator or their designees for the campus. The composition of the team for each particular case will depend upon the specific circumstances; however, the participation of an appropriate health professional, and a representative of the Chancellor or designee, or Dean of the Graduate School or designee, for the campus is mandatory in any review. In addition to evaluating whether students meet the criteria for Safety Intervention and/or Involuntary Withdrawal, the TASC may also act as a resource, consultant, or advisor to any academic department, school, college or program in determining whether an individual is qualified to perform the essential functions of an academic program, and/or to provide other guidance regarding an individual student s access to the University s educational opportunities. V. Safety Intervention and Involuntary Withdrawal Process Any member of the University community who has reason to believe that a student poses a violent threat or a threat to public safety should contact the Public Safety office or the local police department. Any member of the University community who has reason to believe that a student poses a credible substantial risk of harm to the University community and thus may meet the criteria for Safety Intervention and/or Involuntary Withdrawal may contact the Chancellor or designee for their campus who will conduct an informal review of the information presented. All reports made pursuant to this policy will be handled in a confidential manner, with information released only on a need-to-know basis in accordance with applicable federal and state laws and regulations. Upon completion of the informal review, the Chancellor or designee for the campus may recommend that a student be subject to an intervention or involuntary withdrawal for reasons under the criteria set forth in Section II above. In determining whether the student presents a credible substantial risk of harm to the University community, the Chancellor or designee for the campus will make an individualized assessment based on a reasonable judgment that relies upon current medical or other specialized knowledge or the best available evidence to ascertain: the nature, duration, and severity of the risk; the probability that potential injury and/or harm will occur; whether the student substantially impeded the educational process or functions of other members of the University community; and whether reasonable modifications of policies, practices or procedures significantly mitigate the risk. In making this individualized assessment, the Chancellor or designee for the campus may consult with the TASC. As part of this individualized assessment, the student may be required to undergo an evaluation, including a medical or psychological evaluation, by an independent and objective health professional, including the University s Counseling, ADAP & Psychiatric Services ( CAPS ), designated by the University. The student may also be required to execute necessary releases so that the report from the evaluation may be 213

214 provided to the TASC, and other administrators if appropriate, for the purposes of determining whether the student should be subject to an intervention or involuntary withdrawal. In addition, the Chancellor or designee for the campus will consider any medical or other relevant information submitted by the student, including but not limited to a medical or psychological evaluation by a health professional of the student s choice. Inherent to this decision-making process is the University s commitment to consider an individual s past and ongoing condition, which may have contributed to the risk of harm that is in question. The Chancellor or designee for the campus may seek the assistance of the TASC or other resources, as needed, to determine if the student is a qualified individual with a disability and whether a reasonable accommodation will allow that student to meet his/her essential academic and College community responsibilities, while abating the risk of harm and maintaining a safe college environment for all students. This determination shall also evaluate whether such accommodation can be provided without fundamentally altering the essential functions of the educational program provided by the University, or lowering academic standards, and/or creating undue hardship to the University. Moreover, whether or not the student is a qualified individual with a disability, the Chancellor or designee for the campus will generally attempt to engage in an interactive dialogue with the student to discuss the manner in which the student plans to abate the risk of harm presented by the student. As part of this interactive process, the student and/or his medical provider are encouraged to suggest possible methods to abate the risk of harm, and the Chancellor or designee for the campus will generally actively seek the student s suggestions. The Chancellor or designee for the campus and student may also choose to engage professionals or University administrators in formulating a proposed plan. The Chancellor or designee for the campus may then further consult with the TASC to determine if the proposed plan devised as a result of the interactive dialogue appropriately addresses the risk of harm that formed the basis for the decision to intervene with or involuntarily withdraw the student. If the TASC finds the proposed plan is inappropriate or insufficient to address the risk of harm, the Chancellor or designee for the campus may resume the interactive process with the student. The Chancellor or designee for the campus may communicate with essential personnel regarding the proposed plan and will take necessary steps to ensure its implementation and/or any necessary monitoring. If a student is subject to an intervention or is involuntarily withdrawn pursuant to this policy, to the extent appropriate and practicable, conditions for readmission may be specified in writing by the Chancellor or designee for the campus. VI. Appeal of Intervention and/or Involuntary Withdrawal A student who is subject to an intervention or involuntarily withdrawn pursuant to this policy may make a written request to the Chancellor or designee for the campus, or if a student enrolled in a graduate program, as defined by the University, to the Dean of the Graduate School, for an informal proceeding to review the determination. To be timely, any such appeal must be RECEIVED by the Chancellor or designee for the campus or the Dean of the Graduate School within three (3) business days of the determination by the Chancellor or designee for the campus that an intervention is warranted or of the determination to involuntarily withdraw the student. The Chancellor or designee for the campus or the Dean of the Graduate School, or designee shall conduct the informal proceeding within seven (7) business days of receipt of the written appeal. In no event will the same individual, who served as Chancellor s designee prior to the student s appeal, conduct this informal hearing, and at all times the individual holding the informal hearing shall hold a title superior to the individual who made the determination on appeal. The informal hearing is generally limited to sixty to ninety (60-90) minutes in duration, unless the Chancellor or designee for the campus, or the Dean of the Graduate School, or designee, in his or her discretion, determines that additional time is necessary. The student will be provided by the TASC or the individual recommending the involuntary withdrawal 214

215 with all of the following prior to the informal proceeding: a. a written statement providing a detailed explanation of the reasons for intervention or involuntary withdrawal and the information relied upon; and b. the opportunity to review the evaluations relied upon by the Chancellor or designee for the campus or the Dean of the Graduate School, or designee. At the informal proceeding, the student may choose to be assisted by appropriate counsel, which may include a parent or guardian, a health professional of the student s choice, and/or a faculty or staff member. The student may also have legal counsel present for consultation purposes only during the informal proceeding. In addition, subject to an informal determination regarding relevancy by the Chancellor or designee for the campus, or Dean of the Graduate School, or designee, the student will be permitted to be heard, and to present witnesses and information to dispute the reasons for the intervention or involuntary withdrawal, or the information relied upon by the Chancellor or designee for the campus in making the determination. The student shall provide to the Chancellor or designee for the campus, or the Dean of the Graduate School, or designee, and be responsible for identifying in writing those witnesses and the subject matter of their expected testimony five (5) days in advance of the informal proceeding. The Chancellor or designee for the campus, or the Dean of the Graduate School, or designee and the student will review that identification three (3) days before the informal proceeding and will agree upon a means of securing attendance of all persons that the Chancellor or designee for the campus, or Dean of the Graduate School, or designee, deem relevant and necessary. If it is agreed that the student will secure attendance of any witnesses, the student may contact such witnesses and invite them to attend the informal proceeding, but all such contact and requests for appearance must be done civilly, and in keeping with the University s Code of Student Conduct and University Student Life Policy on Verbal Assault, Defamation and Harassment. As to an involuntary withdrawal, following the informal proceeding, the Chancellor or designee for the campus, or the Dean of the Graduate School, or designee, shall determine whether to (a) uphold the withdrawal; (b) reinstate the student; or (c) reinstate the student subject to specified conditions that may include without limitation participation in an ongoing health treatment program, acceptance of and compliance with a behavioral contract, a housing relocation, reduced course load, or any combination thereof. The Chancellor or designee for the campus, or the Dean of the Graduate School, or designee may modify the conditions of readmission at any time. The decision of the Chancellor or designee for the campus, or the Dean of the Graduate School or designee shall be final. VII. Return to Campus or Readmission A student who has been removed from campus or withdrawn pursuant to this policy, either voluntarily or involuntarily, who wishes to be considered for return to campus or readmission shall contact the Chancellor or designee for the campus and provide appropriate documentation to comply with the conditions of readmission, if any are imposed. The student may also present any relevant documentation or information which the student believes supports his or her request for return or readmission. The Chancellor or designee for the campus will review the request for return or readmission as follows: a. review and investigate compliance with the conditions of return or readmission, if any; b. consult with the appropriate academic unit to determine whether the student is eligible for return or readmission based upon the student s academic record and the readmission policies and practices of the academic unit; c. consult with appropriate members of the TASC; d. consider any additional information or documentation presented by the student in support of return or readmission; and e. meet with the student. 215

216 i. the Chancellor or designee for the campus will recommend to the student s intended academic unit of enrollment whether, in the professional judgment of the Chancellor or designee for the campus, the student should be allowed to return or be readmitted. The academic unit will make the decision regarding readmission. ii. A student denied readmission pursuant to this policy may make a written request to the Chancellor or designee for the campus, or the Dean of the Graduate School, or designee, for an informal proceeding to review the readmission or no-return determination. In no event will the same individual, who served as Chancellor s designee on the initial recommendation, conduct this informal hearing, and at all times the individual holding the informal hearing shall hold a title superior to the individual who made the initial recommendation. The informal proceeding to review the readmission or return determination will follow the same procedures outlined in Section VI of this policy. Student Immunizations and Health Requirements The Policy Immunizations and Health Requirements (Summary in EXHIBIT A): 1. History and physical exam: All students must undergo a complete history and physical examination within six months prior to first matriculation or enrollment and at annual or other appropriate intervals thereafter if indicated by the initial findings. The results of the history and physical examination must be reported to the appropriate student health service or school administrator's office. 2. Hepatitis B: a. Students must be vaccinated against hepatitis B (3 doses of vaccine) prior to or within 9 months of initial enrollment, or be able to demonstrate serologic proof of immunity to hepatitis B. Students who have received one dose of the vaccine prior to initial enrollment must receive the remaining two doses within 6 months of initial enrollment; students who have received two doses must receive the remaining dose within 4 months. b. Students who may have clinical activities with risk of exposure to blood or other potentially infectious body fluids, or laboratory/research contact with blood or other potentially infectious body fluids or laboratory material must undergo testing for HBV infection and immunity prior to enrollment or matriculation, and prior to clinical activities, in addition to any previous immunization against HBV. These tests should ordinarily consist of hepatitis B surface antigen (HBsAg), and antibody to HBsAg (HBsAb) followed by additional tests as deemed appropriate by the campus Student Health Service. i. If students test negative for HBV infection and immunity, and they have not been previously immunized, they must begin immunization against HBV prior to clinical activities or contact with blood or other potentially infectious body fluids or laboratory material. If a student cannot complete the full three-dose series of immunizations prior to enrollment or matriculation, at least one dose of vaccine must be taken prior to commencing any activities with any risk of exposure. If students test negative for HBV infection and have been previously immunized but have inadequate levels of antibodies despite such previous immunization, they must receive a booster dose of the vaccine prior to clinical activities or contact with other potentially infectious body fluids or laboratory material. Testing for antibody titers (HBsAb) 1-2 months post-immunization must be performed; non-responders to a primary series of immunizations and booster dose must complete a second three-dose immunization series and be tested again for response. Students who still do not respond with antibody production following a second series of immunizations are considered susceptible to HBV infection, and must be counseled regarding precautions to prevent HBV infection and the need to obtain hepatitis B 216

217 immune globulin (HBIG) prophylaxis for any known or probable significant exposure to HbsAg-positive blood. In all instances, current CDC recommendations should be followed regarding initial HBV immunization, post-immunization antibody titers, re-immunization or booster doses for inadequate antibody titers, and post-exposure immunoglobulin prophylaxis for nonresponders. ii. If the initial HBV tests are positive and indicate a significant potential for transmission of the virus, an evaluation will be made prior to clinical activities of the need for monitoring of clinical performance and/or of the scope of assigned or permitted clinical activities consistent with patient protection, especially the performance of exposure-prone procedures. This evaluation will be made by a committee consisting of representatives of the University Office of Academic Affairs, the School or educational program in which the student is enrolled or wishes to enroll, Legal Management and the Campus Student Health Service, in consultation with infectious disease experts. If enrolled under these circumstances, students may be restricted in their clinical activities. Enrollment and continuing enrollment of students who are potentially infectious for hepatitis B are contingent upon their ability to perform all essential functions required for matriculation and completion of the curriculum of the educational program. 3. Tuberculosis (TB): Each student must undergo TB testing using the Mantoux method (5 tuberculin units of purified protein derivative (PPD) injected intradermally), or an FDA-approved blood assay for TB, within three months prior to first matriculation or enrollment, and annually thereafter if the initial test result was negative. Students with non-human primate contact must receive periodic testing every six months in accordance with the National Research Council's Occupational Health and Safety in the Care and Use of Research Animals. If the result of a new student s PPD test taken within three months of matriculation or enrollment is negative and the student does not have another documented negative PPD test during the 12 months preceding matriculation or enrollment, the two-step method should be used in order to detect boosting phenomena that might be misinterpreted at a subsequent testing as a skin-test conversion (new infection). Under the two-step method, a second test is performed 1-3 weeks after the first test. If the second test is positive, this is most likely a boosted reaction and not a skin-test conversion, and the student should be considered previously infected and cared for accordingly. If the second test remains negative, the student can be considered uninfected; a positive reaction to a subsequent test is likely to represent a new infection with M. tuberculosis (i.e., a skin-test conversion). Initial testing of new students who have documented negative PPD tests within 12 months of matriculation or enrollment can be done using one PPD test. Annual re-testing of continuing students may also be done using one PPD test. If baseline TB testing is performed with an FDA-approved blood assay for TB, the above-described two-step method is not necessary. Students with a history of BCG (bacille Calmette-Guerin) vaccination are not exempt from the TB testing requirement because there are no data to indicate that these individuals experience an excessively severe reaction to PPD testing, and because anyone with a history of BCG with a positive PPD test result is considered infected with TB and is treated accordingly. All PPD tests must be administered, read and interpreted in accordance with current Centers for Disease Control and Prevention (CDC) guidelines (see Section IV, References), and should be performed by trained personnel at a Rutgers Student Health Service, other Rutgers site or Rutgers-approved site. All FDA-approved blood assays for TB must be administered, read and interpreted according to guidelines issued by the CDC, FDA and the manufacturer. Students who have initial positive TB test results, subsequent TB test conversions, or symptoms suggestive of TB must be evaluated promptly for active TB. This evaluation should include a history, clinical examination and a chest X-ray. If the history, clinical examination or chest X-ray is compatible with active TB, additional 217

218 tests, such as sputum microscopy and culture, should be performed. If symptoms compatible with active TB are present, the student should be excluded from educational activities until either (a) a diagnosis of active TB is ruled out or (b) a diagnosis of active TB is established, treatment is begun and a determination is made by the director of a RBHS Student Health Service that the student is noninfectious. Students who do not have active TB should be evaluated for treatment of latent TB infection according to published CDC guidelines. However therapy for latent infection in the absence of active disease cannot be required. If the evaluation for active TB, treatment for active TB and/or therapy for latent infection is carried out at a facility other than a Rutgers site or Rutgers -approved site, all test results and documentation of care provided must be shared with the director of the appropriate Rutgers Student Health Service. Students receiving treatment for latent TB infection need not be restricted from usual educational activities. 4. Measles-mumps-rubella: All students must submit documented proof of immunity to measles, mumps and rubella prior to matriculation or enrollment. Immunity can be proved by: a) serologic (laboratory) evidence of immunity to each disease, or b) documentation of receipt of two doses of live-virus measles vaccine, the first dose administered on or after the first birthday and the second dose no earlier than one month after the first dose; plus two doses of live-virus mumps vaccine administered on or after the first birthday; plus one dose of live-virus rubella vaccine administered on or after the first birthday. This requirement may be met by two doses of live-virus MMR (measles-mumps-rubella) vaccine or any combination of MMR, bivalent and monovalent vaccines that result in two doses of measles vaccine and one dose each of mumps and rubella. An official record of measles, mumps and rubella immunizations administered by a public health department or by any physician licensed to practice medicine in any jurisdiction of the United States or foreign country, or by any other health professional licensed to administer immunizations in New Jersey constitutes adequate documentation of measles-mumps-rubella immunization. Students lacking the necessary documentation of immunity as described above must receive at least one dose of MMR before being permitted to begin classes; a second dose must be taken no less than one month later. 5. Influenza: Students with clinical activities or who are located in any patient-care facility must be immunized each year during the fall season with the current influenza vaccine. All students should be encouraged to obtain annual influenza vaccinations in order to help prevent large-scale outbreaks on campus and within health care units and to keep absenteeism due to influenza at a minimum. 6. Varicella: All students without evidence of immunity to varicella should receive 2 doses of varicella vaccine 4 to 8 weeks apart. Students with clinical activities or who are located in any patient-care facility must, prior to matriculation or enrollment, receive 2 doses of varicella vaccine 4 to 8 weeks apart or prove immunity to varicella-zoster virus via serology. Because of potential transmission of the vaccine virus to susceptible highrisk patients, such as immunocompromised patients, newborns and pregnant women, contact with high-risk susceptible patients should be avoided if a vaccine-related rash develops within three weeks of receipt of either the first or second dose of the vaccine. 7. Tetanus-diphtheria-pertussis: All students should have completed a primary series of tetanus, diphtheria and pertussis immunizations (DPT), and received a booster dose of Td (tetanus-diphtheria) every 10 years since. Effective for students matriculating or enrolling in the 2007 Fall semester or later, with the availability of Tdap (tetanus-diphtheria-acellular pertussis) immunization, students with clinical activities or who are located in any patient-care facility must, prior to matriculation or enrollment, receive one dose of Tdap. Students without clinical activities and who are not located in a patient-care facility are strongly encouraged to receive Tdap. 8. Polio: All students should have completed a full 3-dose primary series of poliovirus vaccine. Students who have not completed or cannot document a primary series of poliovirus vaccine should receive at least one additional dose or a full 3-dose series, as appropriate, of enhanced-potency inactivated polio vaccine. 218

219 9. Meningococcal meningitis: Students residing in University student housing must receive or have proof of having received one dose of meningococcal vaccine. Other students shall be provided information on meningococcal disease and the meningococcal vaccine upon enrollment. 10. Students who receive part of their educational program at any clinical affiliate of the University must be in compliance with all health and immunization requirements of the other institution as well as with the applicable requirements of this policy. Exemptions/Exceptions Other than the exceptions/exemptions listed below, this policy shall apply to every student matriculated or enrolled full-time or part-time in a RBHS school or program, including joint and collaborative programs with other institutions, and to all visiting, exchange and special-program students from other institutions. However, under no circumstances shall matriculated students be permitted to have contact with patients or with blood or other potentially infectious body fluids or laboratory material if they have not received at least the first of three hepatitis B immunizations or cannot provide serologic evidence of current immunity to hepatitis B. In addition, under no circumstances shall students be permitted to have contact with patients unless they have received TB testing and any required follow up (see Section V.A.3). 1. Students who have a documented history of a positive TB test or a documented history of previous or current adequate treatment for active TB disease, or a documented history of completion of adequate therapy for latent TB infection may be exempt from any further PPD testing unless they develop signs or symptoms suggestive of TB. However students excluded from TB skin testing due to a prior positive test or treatment for past active disease must be evaluated for current active disease when symptoms suggestive of active TB occur. 2. The student affairs dean, following consultation with the student health services director, may exempt from one or more of the requirements listed in section V.A a non-matriculated less-than-half-time student who will not have any clinical activities nor other activity with risk of exposure. However any such student studying in a patient-care facility should nevertheless comply with the requirements for a complete history and physical exam, TB testing, measles-mumps-rubella immunity, annual influenza immunization, varicella immunity, and tetanus-diphtheria-pertussis booster. 3. For visiting, exchange and special program students from other institutions who are not matriculated or enrolled in a regular RBHS program, documentation from another educational or health-care institution of having met the requirements listed in section V.A may be accepted by the student affairs dean in consultation with the student health services director. 4. Students enrolled only in distance education courses or programs who will never physically attend any classes on a Rutgers Campus must comply with all requirements of this policy if they will have clinical activities as part of their educational program. All other distance-education students shall be encouraged to be immunized and tested according to this policy, but shall not be required to follow this policy. However distance-education students who are located at a Rutgers -affiliated facility must meet the requirements of that facility. 5. This policy shall not apply to individuals who will not engage in clinical activities while participating in Continuing Education and other programs, such as Mini-Med School, that do not lead to an academic degree or academic certificate. 6. Individuals enrolling in short-term programs (less than 40 classroom or clinical hours) involving clinical activities, in which the individual will earn Continuing Education Units (CEUs) and not academic credit, may be exempted, at the discretion of the student health services director, from the physical exam requirement of this policy. Individuals enrolled in short-term programs may be exempted, at the discretion of the student health services director from other health and immunization requirements of this policy, if the exemption is consistent with other RBHS policies and conforms to SHEA Guidelines (Exhibit C). 219

220 7. A student may be exempted from any required immunization if he/she has a medical contraindication for that immunization and if failure to receive this immunization does not prevent fulfillment of the Essential Functions and curricular requirements of the academic program. Conditions comprising valid medical contraindications to vaccine administration are those set forth by the Centers for Disease Control and Prevention. Such students must present to the campus Student Health Service Director a written statement from a physician licensed to practice medicine in the United States or a foreign country stating that a specific immunization is medically contraindicated, and giving the reasons for and duration of this contraindication. These written physician's statements shall become part of the student's immunization record (see Section V.C) and shall be reviewed annually by a health professional from the student health service of that school or campus or an infectious disease expert to determine whether this exemption shall remain in effect for the next year. When a medical contraindication no longer exists, the student must then comply with the immunization requirements. The University shall provide reasonable accommodations to those students whose medical condition contraindicates immunizations so long as the failure to be immunized will not prevent the student from fulfilling the Essential Functions and curricular requirements of the academic program. Each school/program shall determine the immunization and testing requirements for its academic program(s) in accordance with section V.A of this policy. Students will be informed of the immunization and testing requirements prior to matriculation or enrollment, or upon adoption of new requirements. 8. A student may be considered for exemption from any required immunization if the student submits to the campus Student Health Service Director a written signed statement explaining how immunization conflicts with his or her bona fide religious beliefs or practices and if failure to receive this immunization does not prevent fulfillment of the Essential Functions and curricular requirements of the academic program. A general philosophical or moral objection to immunization shall not suffice as the basis for exemption on religious grounds. The student shall be required to acknowledge in writing that he or she was informed of the value of immunizations and has knowingly declined to have such immunizations for religious reasons (EXHIBIT B). The University shall provide reasonable accommodations to those students whose religious beliefs bar immunizations so long as the failure to be immunized will not prevent the student from fulfilling the Essential Functions and curricular requirements of the academic program. Each school/program shall determine the immunization and testing requirements for its academic program(s) in accordance with section V.A of this policy. Students will be informed of the immunization and testing requirements prior to matriculation or enrollment, or upon adoption of new requirements. 9. If recommended by the campus Student Health Service Director, exemptions related to medical contraindication shall be approved by the Dean in consultation with the pertinent Associate or Assistant Dean, if the failure to be immunized will not prevent the student from fulfilling the Essential Functions and curricular requirements of the academic program. Exemptions related to religious belief or practices shall be approved by the Dean on the recommendation of the pertinent Associate or Assistant Dean in consultation, if appropriate, with the Office of Legal Management, if the failure to be immunized will not prevent the student from fulfilling the Essential Functions and curricular requirements of the academic program. In both cases, the RBHS Vice Chancellor for Academic Affairs and the University Office of Academic Affairs should be consulted before a final decision is rendered. 10. Students who are not accepted into a RBHS educational program in sufficient time to produce required documentation or to complete immunizations and tests by the start of classes in the first year of his or her educational program may be enrolled, but considered in temporary (provisional) compliance for the first semester or trimester of classes if temporary exemption is granted in writing by the student affairs dean. However, depending upon which documentation, immunization or test is lacking, these students may be excluded from certain activities such as clinical activities or laboratory work. For example, students will not be permitted to have clinical contact or contact with blood or other potentially infectious body fluids or laboratory material if they have not received at least one dose of hepatitis B vaccine or cannot provide serologic evidence of current immunity to hepatitis B; students will not be permitted to have clinical contact unless they have received tuberculin testing and any required follow up. Provisional enrollment on this basis may not continue beyond the first semester or trimester. 220

221 Record-Keeping Requirements: 1. Acceptable evidence of required immunizations, immune status or health status listed in section V.A is required for each non-exempt student prior to initial or subsequent registration. 2. Acceptable documents serving as evidence of previous immunization and/or immunity will be determined by the student health services directors or student affairs deans and may include: a. an official school immunization record or copy thereof from any primary, secondary, undergraduate, graduate, health professions or other school; b. a record from any public health department; c. a medical record or form summarizing a medical record and prior immunizations signed by a physician licensed to practice medicine in any jurisdiction of the United States or foreign country or other licensed health professional approved by the New Jersey State Department of Health; d. a report of serology from a licensed laboratory. 3. Each RBHS school shall ensure the maintenance of records of the immunizations and/or immune status of all students including those on provisional status, if any. Documents pertaining to previous immunizations, immune status, and medical and religious exemptions shall also be maintained. A summary of student measlesmumps-rubella, meningococcal and hepatitis B immunization status must be sent annually to the New Jersey Department of Health and Senior Services in accordance with N.J.A.C. 8: Immunization records must be kept for at least three years following graduation, termination, transfer or other departure of a student from Rutgers. Because of the necessity for immunization records to be available for inspection by the State (section V.C.4), they must be kept separate from student academic, health and other confidential records. 4. Summaries of measles-mumps-rubella, meningococcal and hepatitis B student immunization/immune status must be available for inspection by authorized representatives of the New Jersey Department of Health and Senior Services, and the local board of health within 24 hours of notification, as required by N.J.A.C. 8: EXHIBITS A. Summary of Student Immunization and Health Requirements B. Declination of Immunizations for Religious Reasons C. Tables from Society for Healthcare Epidemiology of America (SHEA) Guideline for Management of Healthcare Workers Who Are Infected with Hepatitis B Virus, Hepatitis C Virus, and/or Human Immunodeficiency Virus, Infection Control and Hospital Epidemiology, March 2010, Vol. 31, No 3. D. Immunization of health-care personnel: recommendations of the Advisory Committee on Immunization Practices (ACIP). CDC MMWR Nov 25, 2011;60(7):

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